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Perseverance in the classroom: findings from a randomised educational intervention in primary schools in England

Author

Listed:
  • Foliano, Francesca

    (Center for Education and Leadership Excellence)

  • Hoskins, Sherria

    (University of Portsmouth)

  • Rolfe, Heather

    (British Future)

Abstract

We evaluate a cluster randomised trial of a teacher-delivered programme aimed at increasing perseverance and academic achievement in primary school pupils across 100 schools in England. Year 6 teachers in treatment schools receive training in growth mindset theory and deliver an eight-week programme of structured classroom sessions. The intervention has no impact on Key Stage 2 test scores in reading, mathematics, or grammar, punctuation and spelling and this null result holds across all subgroups, including pupils eligible for Free School Meals. The intervention does produce a large shift in pupils’ beliefs about the malleability of their intelligence (0.417 standard deviations), confirming that the programme was received as intended, and a positive effect on intrinsic motivation towards learning (0.127 SD).

Suggested Citation

  • Foliano, Francesca & Hoskins, Sherria & Rolfe, Heather, 2026. "Perseverance in the classroom: findings from a randomised educational intervention in primary schools in England," Working Papers 26/5, Stockholm School of Economics, Center for Educational Leadership and Excellence.
    • Handle: RePEc:hhb:hastel:2026_005
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    JEL classification:

    • C91 - Mathematical and Quantitative Methods - - Design of Experiments - - - Laboratory, Individual Behavior
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • D04 - Microeconomics - - General - - - Microeconomic Policy: Formulation; Implementation; Evaluation
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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