One-Time Growth Mindset Intervention for Teachers Enhances Academic Outcomes for Low-SES Students

Hecht, C. A., Bryan, C. J., & Yeager, D. S. (2023). A values-aligned intervention fosters growth mindset–supportive teaching and reduces inequality in educational outcomes. Proceedings of the National Academy of Sciences, 120(25), e2210704120. https://doi.org/10.1073/pnas.2210704120

Introduction

The persistent academic disparities rooted in socioeconomic status (SES) continue to challenge the U.S. education system. Despite efforts to broaden access to advanced courses, students from low-SES backgrounds consistently underperform in these rigorous contexts. One contributing factor is the culture of fixed mindset beliefs, which are particularly prevalent in classrooms serving socioeconomically disadvantaged students, that views intelligence as static and reinforces academic disparities.

Hecht and colleagues (2023) propose that improving student outcomes may depend less on changing student beliefs and more on altering the instructional practices of teachers. Their study introduces a scalable, teacher-centered intervention grounded in values alignment, a behavioral science framework that motivates change by linking it to individuals’ deeply held professional values. 

Methods

The intervention was created through interviews and a national survey, which confirmed that teachers deeply value inspiring student engagement. A 45-minute online intervention was developed to link growth mindset practices to this value while dispelling the misconception that such practices undermine rigor. A randomized controlled trial was then conducted with 319 teachers and 11,560 students in dual-enrollment courses. 155 teachers and 5,393 students were randomized into the active condition, and 164 teachers and 6,167 students were randomized into the control condition. Teachers in the active condition completed the growth mindset teaching module while teachers in the control condition completed a module focused on accessible learning. All teachers reported on their their mindset beliefs and teaching intentions, and student academic outcomes were tracked over the school year.

Results

Teachers who completed the growth mindset intervention reported stronger growth mindset beliefs and a greater intention to use supportive practices. The growth mindset intervention led to improved academic outcomes, especially in majority low-SES classrooms. These included a 6.3 percentage point increase in pass rates and a 0.14-point gain in course grades. Gains were confirmed even on assessments graded by external college professors, demonstrating true academic improvement, not just grade inflation.

Discussion

This study demonstrates that a single, scalable intervention can meaningfully improve equity in education by empowering teachers to enact practices aligned with their values. Its success, particularly among students from low-SES backgrounds, suggests that teacher-focused interventions can surpass student-targeted ones in impact. By grounding change in identity rather than compliance, the intervention avoids common pitfalls of traditional professional development and represents a promising strategy for systemic reform.

Implications for Mentoring Programs

Mentoring efforts should draw on teachers’ intrinsic values, emphasizing that promoting student growth does not conflict with maintaining high standards. Mentors can support teachers by reinforcing identity-aligned messages and offering practical ways to communicate belief in students’ potential. This values-based model offers a replicable, efficient approach to fostering equity, especially in under-resourced schools where the stakes are highest.

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