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When assistant professor of economics Adrien Bouguen set out to study the role of mindset in education, he was grappling with a fundamental question: can changing how students think about themselves and their abilities meaningfully alter their academic trajectories? His latest research, published in The Economic Journal, provides one of the most comprehensive answers to date.

The study follows more than 23,000 students across nearly 100 disadvantaged middle schools in France. Over the course of four years, students participated in Energie Jeunes, a program designed to shift their beliefs about intelligence, effort, and perseverance. The findings offer both promise and caution: while mindset interventions do improve student performance and behavior, their effects, though cost-effective, remain modest.

“What we found is that mindset matters. It changes how students see themselves and how they behave in school, but it is not a silver bullet,” said Professor Bouguen. “Our results show that even when repeated over several years, such interventions don’t radically transform academic achievement on their own. They should be seen as one piece of a broader educational strategy.”

The Energie Jeunes program, implemented between 2014 and 2019, exposed students to twelve structured sessions spread from grade 6 to grade 9. Each session combined short videos, group discussions, and personal commitments aimed at building what psychologists call a “growth mindset” — the belief that intelligence can develop through effort — and strengthening an “internal locus of control,” or the sense that one’s actions influence outcomes.

Students in the program were encouraged to see challenges as opportunities for learning rather than as reflections of innate limits. They practiced goal setting, learned strategies for managing distractions, and made yearly commitments to improve specific aspects of their schoolwork.

Because the study randomly assigned entire cohorts within schools to either participate or serve as controls, the research team could rigorously measure causal effects. By the end of middle school, students in the treatment group saw their grade point averages rise by 0.05 standard deviations, a modest but statistically significant improvement. Importantly, teachers also reported better classroom behavior, and school records showed fewer absences, late arrivals, and disciplinary incidents.

The results add to an ongoing debate in education research. Some critics argue that mindset interventions produce negligible results, while others highlight their potential as cost-effective tools. Bouguen’s study contributes by showing that although gains are small, they are real, consistent, and remarkably inexpensive.

The data also reveal important nuances. Students who began with stronger social and academic profiles benefited the most, both in GPA and on national exam results. In contrast, those with weaker starting points showed more improvement in behavior and discipline than in test scores. This suggests that while mindset interventions can support disadvantaged students, they may not be sufficient to close deep achievement gaps without additional, sustained support.

For educators and policymakers, the message is clear: mindset interventions are not a replacement for structural reforms such as reducing class sizes, investing in teacher training, or addressing socioeconomic inequities. Instead, they can complement these efforts by strengthening students’ confidence, perseverance, and willingness to engage.

Bouguen emphasizes that the delivery mechanism matters. Because the program was led by outside facilitators, its effects may have plateaued. Embedding similar lessons directly into daily teaching practices, he argues, could produce stronger, longer-lasting results. “If teachers and parents reinforce these messages in everyday life, the potential for transformation may be greater,” he explained.

Professor Bouguen’s work underscores the importance of rigorous evidence in shaping education policy. His study reminds us that while no single program can erase systemic inequities, interventions that build resilience and optimism in students play a valuable role. 

“Education is not only about resources and curricula — it’s about how young people think about themselves and their capacity to succeed,” Bouguen said. “Mindset interventions won’t solve everything, but they can light a spark. And for many students, that spark can make a difference.”