Introduction and Description

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This course offers a comprehensive and theoretically grounded examination of growth mindset theory and positive psychology as frameworks for enhancing student learning, wellbeing and academic resilience in contemporary educational systems. Drawing on interdisciplinary research across developmental psychology, educational neuroscience, motivational science and social psychology, the programme interrogates how learners’ implicit theories of intelligence, ability and effort shape cognitive, behavioural and emotional engagement. Further, it situates mindset formation within broader ecological contexts—classroom climate, teacher expectations, relational dynamics and school culture—highlighting how institutional practices can either cultivate adaptive learning dispositions or perpetuate self-limiting beliefs.

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Central to the course is the exploration of foundational psychological needs (autonomy, competence, relatedness) as articulated in Self-Determination Theory (Deci & Ryan), and their role in supporting student flourishing, intrinsic motivation and sustained academic persistence. Participants critically examine the interplay between mindset beliefs, need satisfaction, and wellbeing indicators within the PERMA framework, considering how these constructs manifest in diverse, multicultural and increasingly complex school contexts.

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A substantive component of the course focuses on character strengths, their empirical basis within positive psychology, and their pedagogical value for personalised learning, inclusive practices and whole-school wellbeing strategies. Participants analyse how strengths-based approaches intersect with growth-mindset pedagogy to enhance learners’ self-efficacy, goal-setting behaviours and orientation toward lifelong learning.

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The programme also integrates contemporary perspectives on resilience, emphasising resilience as a dynamic, relational and context-dependent process rather than a fixed trait. Educators examine the mechanisms through which students adapt to adversity, academic challenge and socio-emotional stressors, and they design evidence-informed strategies to strengthen resilience within daily classroom practice. Additionally, the course explores the centrality of positive relationships, prosocial classroom climates and emotionally attuned teaching in fostering engagement, belonging and motivational readiness to learn.

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Methodologically, the course adopts a reflective and practice-centred orientation. Participants engage with theoretical readings, case analyses, applied workshops, and collaborative design tasks that bridge research insights with actionable pedagogical strategies. They develop interventions that normalise struggle, position mistakes as integral to learning progress, and create classroom ecosystems that nurture curiosity, perseverance, and adaptive problem-solving. Emphasis is placed on inclusivity, recognising the differentiated needs of students with diverse linguistic, cultural, socio-economic and SEN backgrounds.

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By the conclusion of the course, educators will have developed a robust conceptual understanding of the psychological mechanisms underpinning growth mindset and positive psychology, as well as the pedagogical expertise to translate these concepts into sustainable, contextually responsive practices. They will be equipped to contribute to school-wide initiatives that promote wellbeing, equity, academic resilience and a culture of lifelong learning.