S3.C11. From Rigidity to Resilience: Cultivating a Growth Mindset for the Future

Rigid mindsets resist change, yet true growth demands adaptability. This story follows Mira’s journey in transforming fixed perspectives into resilient, growth-oriented mindsets—challenging traditions

Mira had always been a fixer, a guide navigating the rigid, structured minds of those conditioned by military precision. She didn’t believe in orders blindly followed, in hierarchy for hierarchy’s sake. Her mission was to soften the edges, to introduce adaptability where rigidity had reigned.

For years, she had worked on transitioning military-trained professionals into the civilian workforce—equipping them to lead in a less structured world, reprogramming their mindset to fit an environment where orders weren’t shouted but negotiated, where people thrived in autonomy rather than in command. The transition was never easy. Breaking down ingrained behaviors and instilling adaptability was a battle of its own, but one she had learned to fight strategically.

It was through this work that an unexpected opportunity arose. Some of the program participants, recognizing the impact of this mindset shift, posed a question: Could this work be adapted for children? The thought lingered. Children, after all, were the foundation of the future. If the goal was to cultivate a world that thrived on open-mindedness and resilience, wouldn’t it make sense to start young?

That was how the Global Citizen initiative was born—a direct evolution of UNESCO’s initiatives. What had started as an experiment soon transformed into an expansive framework spanning multiple countries—Kenya, Vietnam, Singapore, Oman, and beyond. The initiative sought to do what no school had effectively managed: measure and cultivate a student’s mindset rather than just their knowledge and skills.

Schools were already adept at grading knowledge retention. They could measure how well a student understood math, history, or science. But what about how they thought? What drove their decision-making? What inspired their curiosity? What shaped their resilience? These were the gaps Mira and her team sought to fill. The program didn’t just observe; it analyzed, documented, and built comprehensive reports that not only helped schools and parents understand a child’s strengths but also revealed hidden blind spots—traits that, left unchecked, could become obstacles in the future.

The methodology was unconventional. Rather than assessing students through static tests, the program used technology-driven observation, live interactions, and scenario-based challenges. Schools provided student homework, teachers gave feedback, and mentors submitted observations. The program layered these inputs, offering an in-depth view of a student’s mindset evolution.

But mindset was not an easy sell. Schools weren’t readily receptive. They wanted programs that could promise higher academic performance, stronger English proficiency, or better university prospects. The long-term value of fostering resilience, adaptability, and self-awareness was harder to quantify and therefore harder to sell. Mira had seen this resistance firsthand. Schools wanted their students to succeed but often failed to see that success was about more than grades.

Then came the parents. Some wanted immediate academic results, while others were skeptical of a program that couldn’t be summarized into a simple numerical grade. But those who engaged, who saw their children transform—speaking up with confidence, thinking critically, showing empathy—became the program’s strongest advocates.

One mother, skeptical at first, watched as her once-withdrawn son, who had never openly expressed affection, took his first earned allowance and bought her a cake. He had learned, through a mindset challenge on gratitude and giving, the value of small gestures. She had called, overwhelmed with emotion. “What are you doing to these kids?” she had asked. Mira had simply smiled.

But change wasn’t just happening at the student level. Teachers, often overworked and exhausted, were hesitant to embrace mindset training. They had curriculums to cover, exams to prepare students for, and parents to answer to. Yet, when given a space to reflect, to discuss the “why” behind their teaching, they began to shift. Schools that had once operated on a transactional model—grades, assignments, standardized assessments—found themselves rethinking education altogether.

One particular meeting stood out to Mira. A potential partner had been introduced to the program and was interested, but his focus was on speed and tangible results. He was a businessman, driven by numbers, deadlines, and immediate proof. “I need to see quick results,” he had said, tapping his fingers impatiently on the table. “If we’re going to test this system, we need to know if it works fast.” His team, on the other hand, was multitasking—allocating their attention in fragments. When the phrase “kgong sau” was mentioned, they all laughed, touched by its familiarity, yet engaging only at a surface level. Their thinking was still S1—reactive, instinctive—but they hadn’t yet connected with the depth of the journey.

Nevertheless, Mira understood his urgency. He was wired to sell, to show efficiency. It was a good quality, but it also meant he was looking at mindset evaluation as if it were a performance metric—something that could be demonstrated in a few weeks, rather than developed over time. He would only be at ease if others in his team could step into his role with the same level of confidence.

She leaned forward. “Mindset isn’t a product you measure overnight,” she explained. “It’s not like a test score that tells you whether a student is good at math or not. It’s about how they respond to challenges, how they approach problem-solving, how they adapt to change. And those things don’t shift instantly. They shift with consistent exposure, engagement, and reinforcement.”

The partner hesitated, his fingers still drumming on the table. He was accustomed to fast results, immediate outcomes, and data he could present to decision-makers in a concise report. Mira saw the internal battle in his eyes—he wanted to believe, but he also needed something tangible to hold on to.

Mira didn’t waver. “If we focus only on speed, we risk missing the depth,” she continued. “What we are building here is not just a system but a way of thinking. It’s about setting up an environment where students become problem solvers, independent thinkers, and self-motivated learners. If we rush it, we’re just replicating another test-driven system. Is that really what you want?”

The partner sat back, considering her words. He had approached the discussion thinking about how he could make the program fit into existing structures, how he could mold it into a quick-win product. But Mira was asking him to think differently, to see beyond the immediate gain and focus on long-term impact. It was unfamiliar territory.

“We can start with a pilot,” she suggested. “A small group, tracked over a set period, with key indicators for behavioral shifts. But you have to participate in at least seven events with meaningful output and engagement to establish a sensible tracker. Without that, we won’t have a true measure of mindset change.”

The partner frowned slightly but nodded. “Seven events?” he repeated, considering the depth of commitment. “And these events… they have to show real engagement?”

“Yes,” Mira confirmed. “We need to see their thinking evolve, their decision-making shift. Each event will provide insights, but only sustained engagement will give us the real picture.”

“Alright,” the partner finally said, exhaling. “Let’s do the pilot. But I still want a way to track progress.”

Mira leaned back, sensing the shift in his tone. “That’s fair,” she said. “But tracking progress doesn’t mean forcing an outcome. We’ll measure engagement, behavioral shifts, and patterns of thinking. More importantly, we must continuously monitor changes, assess trends, and review possible pathways to refine and optimize the approach.”

The partner nodded, now more engaged. “I see what you mean. It’s not about just ticking boxes—it’s about understanding the transformation as it happens.” Yet, she liked what she saw. They had a passion for sales. They were relentless in their approach, pushing forward with conviction. Their ability to navigate the unknown was limited, but their capacity to generate bursts of energy and convince the ground on workable procedures was still applaudable.

“Exactly,” Mira said with a small smile. “We’re building more than a system—we’re shaping a mindset.”

It is easy to sell what’s on demand - but what about something new - it required both critical thinking and imagination.

Next action : Let’s try and arrange a talk show from the parents so the partners could be trained slowly on this new concept.