Students who have learning differences are often very aware of what tasks are difficult for them. They may experience frustration which can result in a lack of confidence and eventually low self-esteem. Students often make a decision about themselves early on as to whether they are good at something and about their intelligence. Historically, there is not a big window of time that students give themselves to determine whether they are good at something or whether they are capable of learning something. The other data point that has a big impact is what others tell them about their intelligence. Further, students often evaluate themselves not on whether they are able to learn but rather on whether they are able to perform and on their performance compared to others.
I recently read an update by Carol Dweck to her ‘Growth Mindset’ theory. The premise of Dweck’s theory is that the way that students view their capabilities directly impacts their motivation and their success. Dweck suggests that if students believed that they can develop their skills and improve their ability to learn, then they will be more successful in achieving their goals. Dweck’s theory posits that having a static perception of one’s abilities and intelligence sharply decreases the likelihood that a student will persevere through tasks and learn. According to the Growth Mindset theory, students who believe that they can improve their skills by trying various key strategies are able to learn, to grow their intelligence and to achieve.
What does the Growth Mindset theory mean for students who have learning differences? After all, students with learning differences by definition start out at a disadvantage because they have an identified weakness in one or more areas. In my experience working with students who have learning differences, motivation is largely dependent on 1) how students perceive their intelligence and abilities 2) how much success or failure they have encountered thus far and 3) whether they have access to and encouragement for learning strategies that would help them solve problems and complete tasks.
When working with students who have learning differences, I often have them ask themselves, “What do I need to do to figure this out? What strategies can I use that will help me learn this skill and be successful at it?” I agree with Dweck’s premise that the perception of ability and intelligence is key to motivation, and I understand why Dweck revisited her theory to emphasize the importance of not merely acknowledging the effort a student makes but teaching students the right strategies and encouraging them to continually seek out and use those strategies to achieve success. What I have seen in my practice is that students who develop the value and the skill of finding and using the best possible learning strategies are the same students who develop perseverance, who stay engaged in learning long-term and who achieve their goals. We have developed a culture in education and in parenting of praising effort and validating intelligence when, in reality, our students need better strategies and encouragement to work their way through the learning process to reach their goals. As a society, we are so focused on the results that we lose the value of the process of learning. For students with learning differences, being able to continue to learn, to access and digest information on a regular basis in and out of the classroom, and to apply what they have learned has long-term implications. Students’ static perception of their abilities and their engagement in the learning process can impact them far beyond school.
How many times have you heard a person say, “In school I was never able to write well” or “I’m not a math person.” While it is true that students with learning differences inherently have a harder time with the learning process, it is equally true, one could argue, that it is more critical for those students to learn the importance of the learning process, to value the strategies that can help them digest the material taught and to develop the habit of perseverance which they will likely take with them beyond school and into other areas of their life like their career and parenting role.
What if a parent or teacher wants to reward a student who has learning differences for his or her success? I agree with Carol Dweck that praising a student’s effort in finding the right strategies and in practicing those strategies until the skill is learned and the student becomes proficient is the best possible way to encourage a student who had learning differences and to increase that student’s motivation. Students learn to push through difficult material and trust in the learning process that they will be able to improve their understanding of the task and to eventually master it. The belief that they are able to grow their ability and that they are actually increasing their intelligence as they problem-solve their way through tasks is what fuels their motivation. Simply put, believing they are capable of growth means that they are more likely to encounter success.
In addition to Carol Dweck’s Growth Mindset theory, much has been said about the relationship between a set of characteristics known as grit and academic success. Grit can be defined broadly as perseverance, passion for long term goals, and resiliency. Angela Lee Duckworth’s research suggests that students with these qualities perform better than fellow students who may have higher intelligence, more talent, and more money. Duckworth’s research concludes that those students who continue their effort and maintain their motivation over the years despite obstacles are more likely to succeed in their long term goals.
Does having grit predict success for students who have learning differences? I would argue that students who have learning differences first need to understand exactly what their academic, social and emotional needs are, how and when their learning differences manifest, and which learning strategies are best suited for their learning style. After students understand all or most of these factors, I believe that the characteristics of perseverance, resiliency, and maintaining consistent effort and motivation throughout school will provide students with the right combination for academic success. It is true that a student with grit may be more likely to figure out what his/her needs are and which strategies work best, but, in my opinion, grit alone does not predict academic success for students who have learning differences.
More research is needed on the subject of academic success and students with learning differences. While Carol Dweck and Angela Lee Duckworth offer important research and theories about the relationship between motivation and academic success, students who have inherent difficulties with the learning process should not be overlooked. In addition to having grit or a growth mindset, it is essential for students with learning disabilities to understand how they learn and to find and regularly use the learning strategies that will help them understand what is being taught so that they can learn.