ABSTRACT
In this chapter, the implications of Carol Dweck’s seminal study into the power of praise to transmit mindsets are fully explored. Dweck’s contention that praise for intelligence or ability may be counterproductive and that praise should instead be reserved for effort and strategies used is contextualised in school situations. The author provides examples of specific growth mindset alternatives to fixed mindset praise and notes the importance of modelling a growth mindset. The chapter goes on to argue that the commonly used term “gifted and talented” is a curse, not a blessing, entrenching fixed mindset thinking in young people, teachers, and their families. Alternative language for high-attaining students to instil and preserve a growth mindset is then proposed.
