For over a decade, the concept of a "growth mindset"—the belief that intelligence and abilities can be developed through effort rather than being innate traits—has become a cornerstone of modern pedagogy. Developed by psychologist Carol Dweck, this framework encourages teachers to praise students for their process and strategy rather than their inherent talent. The goal is to foster resilience, leading students to view challenges as opportunities for growth rather than evidence of failure. However, as the growth mindset has moved from academic research to mainstream classrooms, a phenomenon known as "false growth mindset" has emerged. Many educators and parents have oversimplified the concept, equating it merely with "working harder." This narrow interpretation often leads to praising "effort" alone, regardless of the outcome. When a student struggles, simply telling them to "try harder" without providing new strategies or support can lead to frustration and a sense of helplessness. In reality, effort is a means to an end, not the end itself; if the effort does not lead to progress, the strategy must be re-evaluated. Furthermore, some critics argue that an overemphasis on mindset can inadvertently shift the burden of success entirely onto the student, overlooking systemic issues such as socioeconomic disparities or inadequate resources. If a student is failing due to external barriers, attributing their lack of success solely to a "fixed mindset" can be a form of victim-blaming. Therefore, for the growth mindset to be effective, it must be integrated into a supportive learning environment where students feel safe to take risks and have access to the tools necessary for improvement. A truly effective growth mindset intervention requires a balance of encouraging persistence and providing high-quality instructional scaffolding.