Effort, Growth, and Stress: A Roadmap to Resilience in the Classroom

Carol Dweck’s research on growth mindset fundamentally changed how we approach learning. Andrew Huberman expanded on this by explaining why effort-based praise works through the neuroscience of dopamine. Adding to this conversation is psychologist Alia Crum, whose work on the stress-enhancing mindset challenges traditional beliefs about stress in education. Together, their findings offer a powerful framework for raising resilient, motivated learners.

The Missing Piece: Stress as a Tool for Growth

Traditionally, stress is seen as the enemy of learning. Educators and parents alike try to shield kids from it, assuming stress will hinder their performance. But Alia Crum’s research flips this notion on its head. She discovered that stress itself isn’t inherently harmful—it’s how we perceive stress that determines its effects.

Crum’s studies reveal that people with a stress-enhancing mindset—those who believe stress can boost performance, focus, and growth—experience positive effects from stress. Their bodies release chemicals like DHEA, a hormone that protects the brain and mitigates the harmful effects of cortisol (the stress hormone).

Conversely, when stress is viewed as harmful, it leads to anxiety and impaired performance. Children quickly internalize adult attitudes about stress. If they are taught to avoid or fear it, they miss the opportunity to learn how to manage it effectively.

The Connection Between Stress, Growth, and Effort-Based Praise

Alia Crum’s stress-enhancing mindset beautifully complements Dweck’s growth mindset. Together, they help students see challenges not as threats but as opportunities for growth. The key lies in combining these mindsets with Huberman’s insights into effort-based praise.

When students face difficulties, they need to hear two critical messages:

1. “You can handle this.”

This affirms their capacity to navigate challenges, turning stress into a tool for growth rather than a roadblock.

2. “Here’s how you can approach it.”

Providing actionable strategies ensures students feel equipped to manage the stress and discomfort that come with learning.

Effort-based praise fits perfectly into this framework. By acknowledging a student’s hard work—“You worked so hard to figure that out”—educators reinforce the idea that stress and effort are not only normal but valuable.

The Problem with Affirmation Stations

This is where affirmation stations need to catch up. These setups, designed to boost self-esteem, display phrases like “You are smart” or “You are amazing.” While well-intentioned, they promote a fixed mindset by emphasizing inherent traits rather than effort.

Affirmation stations need to prepare kids for real challenges. If students are constantly told they’re “perfect” or “special,” they may struggle to handle stress when it inevitably arises. Instead of viewing challenges as opportunities for growth, they see them as threats to their identity.

Huberman explains that praising fixed traits—like intelligence or talent—doesn’t activate the dopamine system in the same way that effort-based praise does. Without the neurological reinforcement tied to hard work, students may lack the motivation to push through difficult tasks.

What Should Replace Affirmation Stations?

To foster resilience, educators should replace affirmation stations with practices that celebrate effort, persistence, and growth. Here’s how:

1. Normalize Stress

Teach students that stress is a normal—and even helpful—part of learning. Say things like:

• “Your heart racing means your brain is getting ready to focus.”

• “Feeling nervous before a test is your brain preparing to perform.”

2. Reframe Challenges

Shift the narrative from “This is too hard” to “This is how you grow.”

• Instead of: “Don’t worry, it’s okay if you don’t get it.”

• Say: “This is tough, but your brain grows stronger when you work through hard things.”

3. Reward Effort in the Face of Stress

Use effort-based praise to connect hard work with positive outcomes:

• “I noticed how you kept trying even when you felt frustrated. That persistence paid off.”

• “You stayed focused and used your strategies, even though it was tricky. Great job!”

4. Teach Stress Management Skills

Equip students with tools to handle stress, like deep breathing, breaking tasks into smaller steps, or reflecting on past successes. When kids have strategies, stress becomes manageable rather than overwhelming.

Why Effort-Based Praise Is Essential

The science of effort-based praise highlights why it’s so effective. Huberman explains that this type of feedback activates the brain’s reward system, releasing dopamine that reinforces persistence. When kids hear, “You worked hard to solve that,” they associate effort with progress, building intrinsic motivation.

In contrast, praising fixed traits like “You’re so smart” creates a fragile mindset. Children avoid challenges for fear of losing their label, and they’re less likely to persist when tasks become difficult.

The Bigger Picture: Building Resilient Learners

When we combine Dweck’s growth mindset, Crum’s stress-enhancing mindset, and Huberman’s neuroscience, the goal becomes clear: teach students to embrace effort and see stress as a natural, even helpful, part of the process.

Instead of shielding kids from stress or offering empty affirmations, let’s equip them with the tools and mindsets they need to thrive. Replace “You’re amazing” with:

• “You’re capable of handling hard things.”

• “Stress means you’re stretching your brain.”

• “Keep going—you’re building strength and skills.”

Because the world doesn’t need more children who think they’re perfect. It needs resilient learners who know how to work hard, embrace challenges, and keep growing. After all, success doesn’t come from avoiding stress—it comes from learning to use it.