I first heard of growth mindset about three years ago when I had to do a mandatory professional development module at the end of the school year for my district. At a time when I am usually run-down and exhausted, this learning exhilarated me: I realized growth mindset could be a game-changer in the classroom. Carol Dweck says, “In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.”
Demand for social-emotional learning (SEL) is growing – but it’s not a new phenomenon. Education experts and policymakers recognize that building healthy relationships and responsible decision-making matters to student outcomes. Most schools are already implementing some type of SEL program or practice, and, in terms of both instructional resources and teacher time, education systems invest heavily in SEL. Moreover, in a recent EdWeek article on the need for SEL in schools, Peter DeWitt shares “staggering statistics” from the American Psychiatric Association, National Institute of Mental Health, and Centers for Disease Control and Prevention that reveal the high rate at which today’s students suffer from mental illness and trauma.