By Lori Jackson and Steve Peck
If you’ve read education journals, followed online discussions, joined a PLC, or attended professional development recently, you’ve likely encountered the term growth mindset. Teachers, leaders, and parents ask: what is a growth mindset, how can we teach it, and what role does it play in student success?
Psychologist Carol Dweck describes a growth mindset as the belief that basic abilities can be developed through dedication and hard work — that intelligence and talent are starting points, not fixed limits. This perspective encourages a love of learning and the resilience necessary for meaningful achievement (Dweck, 2015).
Many educators understand that definition in principle but struggle to turn it into classroom practice. In our work, we define growth mindset in practical terms: the capacity to think flexibly and persist through challenges. That capacity depends on students’ ability to manage their emotions under stress, so they can think clearly, act intentionally, and apply effort when it matters most.
For teachers who want actionable steps, the essential connection to make is between growth mindset and social and emotional learning (SEL). You can’t reliably build a growth mindset without teaching the SEL skills that support emotional regulation. When students learn to recognize, understand, and manage their emotions, they become better able to persevere, solve problems, and maintain the behaviors that support learning.
Why emotional regulation matters for growth mindset
Consider a time you reacted strongly to an event and couldn’t manage the emotion that followed. In that moment you likely didn’t display a growth mindset — you may have shut down, argued, or retreated. Now imagine you’d been explicitly taught to identify the emotion, understand its triggers, and use a strategy to calm and refocus. You could then practice those strategies until they became automatic, increasing your resilience and confidence.
For students, especially in elementary grades, this sequence is critical: teach the emotion skills first, then teach students how to use them under pressure. That makes “I can do it” a realistic and repeatable response, rather than an abstract ideal.
Practical classroom steps to build SEL and growth mindset
Step 1 — Teach students to identify emotions
Do not assume students naturally know how to label their feelings. Start early: kindergarten and first-grade students can learn words such as overwhelmed, frustrated, anxious, or excited. Define each emotion, model it, and use books, role play, and simple charades to show what emotions look like. Teach students to connect emotions to events: are they frustrated by a math problem, nervous about reading aloud, or confused by a writing prompt?
Step 2 — Connect emotions to behaviors
Help students see how emotions influence actions. If frustration leads a child to shut down during math, point out that pattern and discuss the consequences. Model this connection with everyday examples: “I got stuck in traffic and felt frustrated. Because I was distracted, I snapped at my child even though they hadn’t done anything wrong.” Making the link visible helps students understand that managing emotions changes behavior.
Step 3 — Teach and practice strategies to manage emotions
Students need a toolbox of simple, classroom-friendly strategies they can use when emotions spike. Teach skills such as mindful breathing, asking clarifying questions, taking a brief walk, drinking water, or using a quiet spot to regroup. Practice these strategies ahead of time and role-play common scenarios so students know what to do when they feel overwhelmed.
During a lesson, pause briefly and invite students to check in with themselves: “What am I feeling right now? Do I need a strategy to keep working?” Over time, using these strategies becomes habitual, so students can keep learning even when tasks are difficult.
Step 4 — Teach consistently, practice often, be patient
Developing emotional regulation and a growth mindset takes time. Set realistic expectations: skills must be taught explicitly, reinforced regularly, and modeled by adults. Celebrate small successes and remind students that learning how to manage emotions is itself a growth process.
When students understand what triggers their emotions and have practiced ways to respond, they gain control over their behaviors, sustain effort, and build genuine confidence. This practical SEL foundation is what turns growth mindset from a slogan into a lived skill that supports academic achievement and lifelong learning.
Classroom idea example
Try a two-minute emotional check during a challenging activity such as math. Prompt students to name what they feel, identify the event that triggered the feeling, and select a strategy from a classroom list. Keep the list visible and simple. The routine helps students pause, regulate, and continue working — and with repeated practice, the steps become automatic.
About the authors
Lori Jackson is an educational psychologist and Steve Peck is a special educator. Each has more than 15 years of experience working with students and families across diverse school settings. Together they co-founded The Connections Model, a social-emotional learning and education technology organization. Their KidConnect app and curriculum focus on developing emotional regulation — the foundation for learning and a true growth mindset. Follow their work under the name The Connect Model.
Originally published by The Learning Counsel, this piece highlights practical, classroom-based strategies that integrate SEL and growth mindset to help students manage emotions, sustain effort, and thrive academically.