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Significance Recent debates about the failure of the education system in uplifting the disadvantaged have focused on the implications for social justice and stability. Learners’ psychology is understudied. How may a low-mobility learning environment, which signals a reduced potential for disadvantaged learners to achieve success, impact individuals’ recruitment of adaptive psychological processes? In both naturally existing and experimentally constructed contexts, we observe that low-mobility environments, as compared to high-mobility ones, are associated with reduced potency of the otherwise highly beneficial growth mindsets—the beliefs that one’s abilities and talents can be developed. Our study shows that stunted upward mobility in a learning environment incurs costs to individuals’ active learning and development.

Stunted upward mobility in a learning environment reduces the academic benefits of growth mindsets