Fostering the Growth Mindset: Turning “I Can’t” into “I Can’t Yet” with Primary School Students

You have likely heard your child say “I can’t”, sometimes voiced in frustration and at other times through tears. During the primary school years, these moments carry more significance than they may initially appear. How children interpret difficulty at this stage often shapes the way they approach learning for many years to come. The goal is not to remove struggle from their experience, but to help children understand that with effort, support, and time, what feels impossible today can become achievable.

This is where the concept of “I can’t yet” becomes especially powerful. It reframes challenge as temporary and positions learning as a continuous process. More importantly, it reflects a growth mindset that schools and families can intentionally cultivate while primary school students are still developing their beliefs about themselves as learners.

Summary of Contents:

Fostering the Growth Mindset: Turning “I Can’t” into “I Can’t Yet” with Primary School Students

What Children Mean When They Say “I Can’t”
How Children Move From “I Can’t” to “I Can”
Why “I Can” Is Not the Final Goal
How International Schools in Singapore Sustain the “I Can’t Yet” Mindset in Primary School Students

1. Innovation Spaces That Normalize Trial and Error
2. Field Studies That Stretch Learning into the Real World
3. Student Support That Nurtures Confidence
   
4. Experiences That Go Beyond the Classroom
5. Emotional Skills Programs That Encourage a Growth Mindset
6. IB-Focused Pedagogy That Values Process over Perfection

The Role of Teachers in Shaping Growth-Oriented Language
How Parents Can Foster the Growth Mindset at Home
Stamford American Supports Growth from the Very Beginning

What Children Mean When They Say “I Can’t”

When a young child says “I can’t,” it rarely reflects a lack of ability. More often, it signals uncertainty or a fear of making mistakes. In unfamiliar environments or when faced with demanding tasks, children may perceive struggle as failure rather than as a natural part of learning.

Primary school students are particularly sensitive to the expectations of the adults around them, as well as to the feedback they receive and how it is delivered. When learning environments place greater emphasis on correct answers over curiosity andexploration, children may become cautious. Over time, they may begin to avoid tasks that feel risky, even when those challenges are well within their reach with appropriate support.

Schools therefore play a critical role in shaping students’ learning mindsets. Academic communities that normalize challenge and value effort help children understand that difficulty does not define them; rather, it signals that they are stretching, growing, and developing new skills. 

How Children Move from “I Can’t” to “I Can”

Confidence develops gradually when children experience progress that they can both see and understand. It does not appear overnight  or all at once. Rather, confidence is built through structured practice, clear guidance, and encouragement that places value on effort.

In supportive learning environments, children are given the time and space to work through problems and revisit ideas. Teachers support this process by guiding students to reflect on what worked, what did not, and what they might try next. When applied consistently, this approach helps primary school students recognise that they can actively influence their own learning and improvement.

As children begin to say, “I can,” their sense of capability grows. This moment, however, is not the conclusion of learning, but the foundation for an even more important shift that follows.

Why “I Can” Is Not the Final Goal

Reaching the point of “I can” is deeply satisfying, but learning does not end there. When primary school students view success as a finish line, they may become reluctant to take on new challenges. A growth-oriented mindset offers a different perspective—one in which achievement leads naturally to new questions, deeper thinking, and higher goals. 

In this context, the idea of “I can’t yet” keeps curiosity alive. It helps children understand that learning is an ongoing process and that encountering new limits is a natural part of developing skills. This mindset encourages primary school students to approach difficulty with purpose, rather than avoiding challenges in order to protect their confidence.

Such a perspective supports sustained motivation, even as tasks grow more complex. It also prepares students for transitions, whether they are moving between grade levels, adjusting to new expectations, or learning within a diverse, multicultural environment such as Singapore.

How International Schools in Singapore Sustain the “I Can’t Yet” Mindset in Primary School Students

A growth mindset is not developed through a single lesson or programme. Rather, it is shaped over time through consistent experiences that nurture curiosity and reinforce the value of effort and reflection. Schools can support this development in the following ways:

1. Innovation Spaces That Normalize Trial and Error

Hands-on learning environments encourage children to explore ideas and make mistakes—both essential steps in refining their thinking. When students are given opportunities to build, experiment, and revise their work, they come to understand that failure is not an endpoint, but part of the learning process. Innovation hubs, makerspaces, laboratories, and workshops shift the focus from outcomes to exploration. Access to these spaces helps children become more comfortable with uncertainty and more confident in their ability to solve problems creatively.

2. Field Studies That Stretch Learning into the Real World

Learning in new settings challenges children to adapt and apply their knowledge in different ways. Field studies place students in unfamiliar contexts that require observation, collaboration, and problem-solving. These experiences also create opportunities for children to reflect on the challenges they encounter outside the classroom. By stepping beyond their comfort zones, students come to see learning as dynamic and transferable. They also develop greater confidence in navigating new experiences—an essential skill for international families adjusting to life in Singapore.

3. Student Support That Nurtures Confidence

Even within supportive learning environments, some children benefit from additional guidance. Comprehensive student support ensures that challenges do not become barriers to confidence or engagement. This may include early intervention and individualized strategies that enable students to make progress without feeling labelled or left behind. Such approaches reinforce the understanding that children learn in different ways, and that growth may look different for each child—an essential message in fostering confidence and resilience.

4. Experiences That Go Beyond the Classroom

Experiences beyond traditional academics play a vital role in shaping how children respond to challenges and adapt to change. Co-curricular activities, in particular, provide students with opportunities to develop persistence in a variety of contexts. Whether learning a new sport, performing on stage, or collaborating in a club, children encounter moments where effort matters more than immediate success. These experiences reinforce the understanding that improvement comes through practice and sustained engagement.

5. Emotional Skills Programs That Encourage a Growth Mindset

Children who can manage frustration, understand their own feelings, and empathize with others are better equipped to persist through challenges. Social-emotional learning (SEL) supports this growth by helping primary school students:

• Recognize and name the emotions that arise during learning
• Develop strategies for handling setbacks
• Build positive relationships that reinforce confidence

When emotional skills are embedded into daily school life, children feel safer taking risks. They become more willing to try again after mistakes and are less likely to internalize failure. Over time, this emotional foundation strengthens their ability to adopt a genuine growth mindset.

6. IB-Focused Pedagogy That Values Process over Perfection

Inquiry-based learning, a cornerstone of the International Baccalaureate (IB) Programme, encourages students to ask questions, reflect on their thinking, and revise their understanding. Rather than focusing solely on correct answers, this approach emphasizes the process of learning itself.

Through goal-setting and reflection, students come to see progress as ongoing. This helps them develop agency over their own learning, naturally supporting the “I can’t yet” mindset and preparing them to tackle increasingly complex challenges with confidence.

The Role of Teachers in Shaping Growth-Oriented Language

The words and feeback children hear every day shapes how they see themselves as learners. When educators provide feedback that emphasizes effort, strategy, and improvement, they help students understand that ability is not fixed. At the same time, teachers who ask reflective questions and model curiosity create classrooms where learning feels collaborative. This consistent messaging helps children internalize growth-oriented thinking, enabling them to approach challenges with confidence—even when adults are not present.

How Parents Can Foster the Growth Mindset at Home

Schools and families are most effective when they reinforce the same messages about learning. At home, small shifts in language can support what children experience at school.

You can encourage reflection and acknowledge effort, for example, and model persistence in everyday situations. This helps children see learning as a part of life, not just school. When they hear phrases like “you’re still learning” instead of “you’re not good at this,” they begin to adopt that growth-oriented perspective themselves.

Stamford American Supports Growth Mindset from the Very Beginning

A growth mindset is not about pushing children endlessly forward. Rather, it is about fostering curiosity and helping them approach learning with confidence,resilience and a love of discovery. The international school you choose in Singapore plays a significant role in shaping this mindset, particularly during the formative primary school years.

At Stamford American International School, primary school students learn in an environment that values growth, reflection, and continuous development. The school emphasizes progress over perfection, fostering inquiry and effort through a curriculum that combines the International Baccalaureate (IB) with other academic pathways. This is complemented by bespoke campuses, a rich variety of co-curricular activities, and highly skilled faculty, all designed to support each child’s journey as a confident, curious learner.

Beyond academics, Stamford American supports students and their families as they adapt to life in Singapore. Through comprehensive student support systems, experiential learning opportunities, and a strong sense of community, the school helps children move confidently from “I can’t” to “I can’t yet.”

For families exploring schools that prioritize both capability and mindset, Stamford American invites you to connect with our admissions team or visit the campus to see this approach in action.