Teachers at PS/IS 266, a public elementary and middle school in New York City, share the ways they have integrated growth mindset approaches and language into the classroom to help build student persistence. These approaches include establishing structures for peer-to-peer feedback, explicitly discussing the value of mistakes as students learn in order to encourage academic risk-taking, and creating opportunities for revision to give students a chance to apply what they learned through making mistakes or getting feedback. Together, these practices help students see mistakes and feedback on their work as a natural part of the learning process, rather than indicators of failure.

PS/IS 266 undertook this work as a member of the Academic and Personal Behaviors Pilot, an initiative of the New York City Department of Education Office of Postsecondary Readiness, and received coaching provided by OPSR partner Eskolta School Research and Design.