The National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and Statement of Commitment emphasizes that the foremost responsibility of educators is to do no harm to children. Educators must not engage in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating. This principle takes priority over all others within the Code (NAEYC, 2011). As educators of all ages, our primary responsibility is to ensure we do no harm to children by avoiding practices that are harmful or degrading.
But how?
Rosenthal and Jacobson (1968) examined whether teacher expectations could influence student achievement by providing teachers with false but positive information about certain students’ intellectual potential. Teachers were told that selected children were likely to show rapid intellectual growth based on results from the Harvard Test of Inflected Acquisition—a test that did not actually exist—and the students were chosen at random. The researchers found that students believed to have greater potential showed increased gains on later IQ tests, suggesting that teacher expectations created a self-fulfilling prophecy. Although the findings generated significant controversy and debate, the study prompted extensive follow-up research on the impact of teacher beliefs on student outcomes (Rosenthal & Jacobson, 1968) (Good et al., 2018).
Students and teachers may hold different beliefs about intellectual ability. Some view intelligence as fixed, believing that individuals are born with certain levels of ability that cannot be changed. Others believe that intellectual abilities can be developed through effort, instruction, and experience; while they acknowledge differences in current skill levels, they maintain that everyone has the capacity to grow and improve (Dweck, 2008).
Teachers are among the most influential figures in education, with the ability to shape not only students’ academic outcomes but many aspects of their lives. The most meaningful lessons students gain from their best teachers often extend beyond specific subjects or curricula. Teachers who motivate, encourage growth, and help students recognize their own strengths play a critical role in guiding them toward reaching their full potential. As a result, positive teacher–student relationships support academic success and make the learning experience more engaging and enjoyable. However, these relationships can be fragile and are influenced by several factors that can significantly affect the classroom environment. One particularly important factor is the presence of educational self-fulfilling prophecies, which frequently emerge in teacher–student interactions. These prophecies are often communicated through teachers’ verbal and nonverbal behaviors, including the expectations they form and express about students’ abilities and potential. When internalized by students, teacher feedback and interactions can strongly influence performance, reinforcing expectations in a self-fulfilling manner (Chandrasegaran, 2018).
When students receive a failing grade, they may think, I’m nothing. I’m going nowhere. But when the message becomes “not yet,” it reframes failure as part of the learning process. “Not yet” places students on a learning curve and offers a path forward. How are we raising our children? Are we preparing them only for the present rather than for what they have yet to become? Are we raising students who are focused solely on earning A’s and test scores, instead of learning how to dream big and take risks? When the next grade becomes the ultimate goal, do children begin to carry a need for constant validation with them into their future lives? (TEDx Talks, 2014).
When a student receives a poor grade, it can quickly lead to the belief, “I’m not good at this,” which may become a self-fulfilling prophecy. This belief can be reinforced not only by the student, but also by peers and teachers, shaping expectations and behaviors in ways that limit future growth. In contrast, adopting an “I’m not there yet” mindset reframes the experience as part of the learning process. It emphasizes that skills develop over time and that everyone is on a learning curve, allowing students to persist, remain motivated, and view challenges as opportunities for growth rather than fixed limitations.
At ĀYŌDÈ, we’d love to hear from you! Do you have ideas or reflections to share?
Resources:
Chandrasegaran, J. (2018). The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions. , 12(1), 8-18. Journal on Educational Psychology, 12(1).
Dweck, C. S. (2008). Mindsets and Math/Science Achievement. http://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdf
Good, T. L., Sterzinger, N., & Lavigne, A. (2018). Expectation effects: Pygmalion and the initial 20 years of research. Educational Research and Evaluation, 24(3-5), 99–123. https://doi.org/10.1080/13803611.2018.1548817
National Association for the Education of Young Children. (2011). Code of Ethical Conduct and Statement of Commitment. In NAEYC. NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(z). https://www.shortcutstv.com/wp-content/uploads/2024/08/Glaubenssaetze_3_Rosenthal_Jacobson.pdf
TEDx Talks. (2014). The power of yet. Youtu.be. https://youtu.be/J-swZaKN2Ic?si=vQydd03sZRzHQpSK