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For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined.

Having the right mindset is alone not sufficient for growth. I might talk the talk about a growth mindset and believe I can learn a new skill but unless I back that belief with action, it is just talk.

There are particular behaviours and a mindset that accompanies effective reflective practice. Understanding and applying these allows us to become reflective practitioners.

When we adopt an inquiry stance towards learning, we start to see things differently. Taking an inquiry stance towards learning involves a shift in mindset and practice for both student and teacher. It allows us to move beyond doing inquiry towards being inquisitive.

Praise and Feedback occupy significant spaces in the lives of our learners. It should not be surprising then that the language we use to communicate praise and feedback can enhance or hinder our efforts.

Identification of gender inequality at the primary education level is mandatory. At this stage, gender stereotypes seep into the mindsets of individuals. Despite being the third most developed country in the entire European region gender gap in primary education is prevalent in the UK. The United Kingdom enjoyed considerable gender parity in education for a long time. Boys and girls aged between 5 and 11 received education up to the age of fourteen since 1900. The