Having been sat with both psychologists and school leaders for extended periods this week, a recurring theme has been that of ‘ability’. What is it? Is ability fixed?  What is the difference between ability and current performance? Is our performance outcome influenced primarily by nature, or genes, or nurture, our environment and experiences?  Can it be developed and cultivated?  If it is not fixed, why are some factions pushing schools to test their pupils from the age of 5 and upwards, and then use the data produced to set benchmarks for their future development?
Unfortunately, many still appear to have a perception that our brain (and therefore our abilities) are fixed. That what we’re born with determines how well we do. Sometimes pupils believe this too, and this can impact upon the way they think and how they see themselves. I have lost count of the number of times a pupil has quoted their parents difficulty in one area or another as an explanation for their own lack of performance, as if attainment were simply hereditary. Our genes certainly play are part, but I would argue that they do not determine who we are or what we can achieve.
Neuroplasticity is our brain’s ability to adapt and change throughout our lives. Research has shown that the brain is constantly re-shaping, re-wiring and changing itself. Learning, at a biological level is a change in the brain. Therefore, everything we do, from practising a skill, to reading an interesting school newsletter or thinking hard in class has an impact on our brain. And, yes, thankfully, you can even teach an old dog like me new tricks! Research has also found that being aware of the brain’s malleability can have very positive consequences, but why?

A) Because this helps develop a Growth Mindset, motivation and a positive attitude to learning: 

A meta-analysis of 10 studies  found that teaching students about the neuroplasticity of the brain helps cultivate a growth mindset, which in turn leads to improvements in students’ motivation to learn. There were also positive effects in terms of students’ academic achievement, particularly maths!  This effect likely occurred because pupils often incorrectly believe that success in maths is a result of a “natural” talent that you are either born with or without, causing them not to put any effort into maths.  Why would you work hard when you are finding something difficult if success is largely attributed to “natural ability”?

B) Because it enhances children’s learning and revision:

At times, particularly for older pupils, the amount of information they need to be able to recall for exams is often a source of demotivation, as they believe that they will never learn all the material, no matter how many hours they spend revising.
However, teaching students about neuroplasticity alongside effective revision techniques helps foster a belief that they are capable of successful revision.  All pupils need to understand that if they put in the necessary effort and practice using effective strategies that work for them, their brain will be able to adapt and make new connections, allowing them to learn and recall lots of new information – often more than they previously thought they could.  Although we manage this process in a graduated fashion as children journey through school life, this belief and knowledge is a key outcome for pupils as they head off to GSCEs, A-Levels and beyond at the end of Year 8.
Sitting in the back of a black cab recently, I was reminded of a study involving taxi drivers in London and the changes that took place in their pre-satnav brains’ ability to learn and practice over 400 different routes through London to pass the test known as the Knowledge. When compared to control groups, they showed enhanced myelination in the brain – which means that they could process new information more efficiently as a result of practice.

C) Because it may well improve our response to mistakes 

Research has found that when young people believe that their brain is malleable they are more likely to see mistakes as an opportunity to learn and improve. On the other hand, when an individual believes that their abilities are fixed they are more likely to perceive mistakes as a comment on their in-built talents and lack of ability, and thus repeat the same mistakes over and over again without learning from them.
Hence, teaching our young people about the neuroplasticity of the brain can have a range of positive impacts. It can be very motivating to know not only that their brain is constantly developing and improving, but that working hard that can help accelerate this process. This will hopefully lead to less pupils putting in place a glass ceiling on their attainment in certain subjects as ‘they don’t have the right brain for it’. I talk about neuroplasticity in an age-appropriate way in study skills sessions and assemblies with groups including our very youngest pupils. As well as helping to spark a love of learning, I also believe that this can lead to an improvement in how they think about themselves and their future attainment.