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Recently there have been some exciting discussions throughout education on the impact of trauma on students. While there is a wealth of research documenting the impact of trauma on a child’s health and ability to learn, there is often a lack of clarity about instructional strategies for teachers. Fortunately, mindset intervention research has consistently targeted those students most in need, with exciting success.
Does what you think about yourself really matter? If you had asked me that question about two years ago, my response would likely have been: “no, not really.” But after two years of going from the negative and stressed-out teenage girl I was my freshman year to the more positive, joyful person I am today, my response is much different. What you think about yourself is the foundation of your perspective, your mindset, and your view of the world.
Emerging growth mindset research is generating new insights about human relationships. To what extent do we believe that human characteristics, other than abilities –such as being kind, joyful, smart, courageous or cooperative– are fixed versus changeable? Can each of those qualities be developed, or are they innate? Our answer deeply affect our perceptions and behaviors, which in turn affect the quality of our relationships and our collaboration with others.