The new-found self-awareness can help students understand and practice new ways of thinking and behaving which can support them to take on new challenges. During the trip this may be a decision to participate in a more challenging hike, or the choice to continue with a rock climb despite previously believing it was too difficult or scary. In the classroom environment it might translate into an attitude that a problem can be solved, with effort directed towards trying different methods or seeking support from others.

We’ve also found that once students have gained a knowledge of what a growth mindset is, it can begin to form a central part of group meetings and debrief sessions at the end of an activity. For instance - if a student expressed doubt or anxiety about a challenge beforehand and then later achieves it – revisiting and reviewing the initial doubt helps them to realize they’re capable of adopting a growth mindset, which can apply to other areas of their life. We can also begin to identify links between effort and reward, as well as determine strategies for growth.