As the new school year begins, children are returning to school with all the challenges, opportunities and emotions it brings. They may be excited to see their friends but also conscious – perhaps apprehensive – of the academic challenges that lie ahead. When struggling with a subject, children may sometimes be told that they are unlikely to improve because they are simply not good at that particular subject. As a child, such feedback is particularly disheartening and demotivating to hear, but is it supported by evidence?
The question of whether we are more likely to be good at certain subjects, but not others, and to what degree we can improve has been debated by experts for generations. In recent years, however, neuroscience has shed new light on this topic, revealing how both biological factors (such as genetics) and upbringing work together.
As part of an ongoing series exploring education in Malta, Newsbook Malta spoke with Dr Erika Galea about how we can help our children thrive as they embark on a new school year.
Central to helping young people thrive is the idea of a growth mindset. This is the idea that our natural predispositions do not necessarily determine what we are good at or not good at, but that through practice and repetition, and support from teachers, mentors and parents, we can improve even at the most difficult tasks and subjects. Imparting such a mentality to young people, as Dr Galea explains, would have beneficial results for both their academics, and also for students’ personal growth and overall wellbeing, with benefits well into adulthood.
Genes can provide a predisposition …but they are not destiny
Dr Galea explained how our genes lay the groundwork for many aspects of our lived experience: from our physical appearance to potential health conditions, to even some aspects of our personality. Research shows that certain traits, such as temperament or a predisposition to anxiety, have a genetic component. This implies that, to a certain degree, the way we think, feel, and behave can be linked to our DNA.
“However, natural predispositions are not destiny,” she said. “While our genes provide a blueprint, they do not completely determine our future”. This is where upbringing, relationships with others, and other environmental factors come into play.
The brain can change and adapt throughout life
From the moment we are born—and even before—we are shaped by our surroundings. A loving home, supportive relationships, a good education, and enriching experiences can all positively impact our brain’s development.
Dr Galea explained that one of the most important discoveries in neuroscience is the concept of neuroplasticity. “Neuroplasticity refers to the brain’s remarkable ability to change and adapt throughout life. Our brains are not fixed; they can grow and reorganise themselves in response to learning, experience, and even injury. This adaptability is especially powerful during childhood, when the brain is most flexible and ready to absorb new information”.
However, neuroplasticity does not stop in childhood. It continues well into adulthood. “While the brain’s ability to change may slow down with age, it never fully ceases. Adults can still learn new skills, form new memories, and adapt to new experiences, thanks to this ongoing plasticity.”
“When children believe they can improve, they are more likely to engage in activities that challenge themselves”
Given the brain’s capacity for change, Dr Galea continued, one of the most important mindsets we can instil in our children is the growth mindset. Promoted by psychologist Carol Dweck, the growth mindset is the belief that abilities and intelligence can be developed through hard work, perseverance, and learning from mistakes. It contrasts with a fixed mindset, which assumes that our abilities are static and unchangeable.
Growth and fixed mindsets appear differently over the course of a person’s life. For example, a child may say that they cannot learn to play a musical instrument because they are simply “not musical”, representing a fixed mindset. Adopting a growth mindset in this circumstance could mean saying that if they practice regularly, they can probably learn how to play the instrument.
Similarly, an adult with a fixed mindset might feel that they are not qualified for a job and decline an interview, while an adult with a growth mindset would say that they can learn the necessary skills and be good at the job.
“Intelligence and abilities are not fixed. They develop over time”
As the new school year begins, Dr Galea emphasised the importance of fostering a growth mindset from a young age.
“When children grasp that intelligence and abilities are not fixed but can be developed over time, they become more open to challenges, more resilient in the face of setbacks, and more motivated to put in the necessary effort to improve”.
She insisted that instilling this belief early in the school year can have a transformative effect on a child’s journey through life and education. “When children realise that struggling with a difficult maths problem or stumbling in a new language class is not a sign of failure but an opportunity for growth, they are more likely to persist until they succeed”.
Adopting a growth mindset can enhance students’ overall wellbeing
Moreover, fostering a growth mindset enhances a child’s overall well-being. “It helps them develop a healthier attitude toward mistakes and failures, viewing them as natural parts of the learning process rather than as something to fear or avoid,” Dr Galea explained. This shift in perspective can reduce anxiety and build resilience, enabling children to cope better with the challenges and pressures of school life, and beyond.
“Children who believe in their capacity for growth are also more likely to take risks, try new things, and step out of their comfort zones. This can lead to greater self-confidence, improved relationships with peers, and a stronger sense of self-efficacy”.
As they experience success through perseverance, she explained, their self-esteem grows, reinforcing their belief in their ability to learn new things and challenge themselves.
How can we encourage a growth mindset?
Asked how parents and teachers can encourage a growth mindset, Dr Galea said that embedding the principles of a growth mindset into daily routines and classroom activities from the very start of the school year, would be a significant step in empowering children to not be afraid of challenges.
She said that parents and teachers can support this mindset by:
Praising effort, not just results
Embracing mistakes as learning opportunities
Providing challenging tasks as an opportunity for growth
Encouraging and cultivating curiosity
Providing opportunities for feedback
Modelling a growth mindset
“Neuroscience shows us how our brains are dynamic, capable of growth and change throughout our lives,” she explained. “By promoting a growth mindset and nurturing our children’s developing brains, especially as they start a new school year, we can help them realise their full potential”.
“This approach not only paves the way for academic success but also equips them with the tools they need to tackle life’s challenges while also cultivating a lifelong love of learning,” she concluded.
Indeed, a growth mindset is useful not only for children and young people, but also adults, since it can be a powerful tool for success in one’s academic, personal and professional life. For this reason, it is important to cultivate such an outlook from a young age, allowing children to not only do well in school, but also well beyond the classroom.