Walk into any classroom or home, and you will likely hear a well-intentioned phrase: “You’re so smart!” or “What a talented artist you are!” While these praises come from a place of love, decades of psychological research suggest they may inadvertently foster what is known as a fixed mindset—the belief that intelligence and abilities are static, innate traits. At La Fontana International Schools, we are committed to nurturing the opposite: a growth mindset, a concept pioneered by psychologist Carol Dweck, which is the powerful belief that abilities can be developed through dedication and hard work.

The distinction between these two mindsets is profound and has a tangible impact on a student’s approach to learning, challenge, and ultimately, their long-term success.

The Language of “Yet” and Its Transformative Power
The simplest and most powerful tool in the growth mindset toolkit is a single, three-letter word: “yet.” When a student says, “I can’t solve this math problem,” a growth-minded response is, “You can’t solve it yet.” This small linguistic shift changes a definitive statement of failure into a temporary state of learning. It frames challenges not as insurmountable barriers, but as opportunities on the path to mastery. You will hear our teachers using this language consistently, reframing struggles and encouraging students to see themselves on a continuous journey of improvement.

Praising the Process, Not the Person
A core practice in fostering a growth mindset is to shift our praise from inherent intelligence to observable effort and strategy. Instead of saying, “You’re so smart for getting an A,” we might say, “I am so proud of the focus you showed while studying for that test,” or “Your strategy of creating flashcards really paid off,” or “I saw you didn’t give up on that essay, even when it was difficult. That perseverance is fantastic.” This type of process praise teaches children that their effort, strategies, and persistence are what lead to success. It makes them more willing to embrace difficult tasks, because their sense of self-worth is tied to their hard work, not to an innate label of “smart” or “talented” that they feel they must constantly prove.

Embracing Challenges and Learning from Setbacks
In a fixed mindset, a challenge is a threat—it risks exposing a lack of innate ability. Consequently, students may avoid difficult tasks for fear of failure. In a growth mindset, challenges are seen as exciting opportunities to stretch one’s abilities and get smarter. Similarly, setbacks and criticism are not personal indictments but valuable sources of feedback. A poor grade is not a label; it’s information. It tells a student, “Here is an area where my approach needs to change. What can I learn from this?” This builds incredible resilience and a healthy relationship with failure, which is an inevitable and essential part of all meaningful learning.

A School-Wide Culture of Growth
At La Fontana, this is not just a theory discussed in staff meetings; it is embedded in our classroom culture. Our teachers design lessons that encourage productive struggle. They share stories of famous scientists, artists, and leaders who failed repeatedly before succeeding. Our assessment strategies provide specific, constructive feedback that guides students on how to improve, not just how they performed.

We invite our parent community to join us in this endeavour. By adopting the language of “yet” and praising the process at home, you become a powerful partner in building your child’s resilience. Together, we can empower them to become confident, persistent learners who are not afraid to take intellectual risks, knowing that their potential is not a fixed destination, but a limitless horizon they can always move toward.