Experiences at school have an impact on youths’ development, global quality of life, and life trajectory. The “Meaning of School” program adopts a collaborative approach to enhance students' motivation and satisfaction at school. It fosters a growth mindset and aligns learning with students' personal interests and values, drawing from the Self-Determination Theory. This study aims to evaluate the program's effectiveness in improving school motivation and satisfaction by meeting the students' fundamental psychological needs for autonomy and competence and increasing growth mindset.

The intervention offered to students aged 9 to 11 the opportunity to become aware of their role as students, the importance of education, and their potential contribution to the world by encouraging them to reflect both together and individually. The intervention was proposed in ten schools in France, including those in ‘Priority Education Networks’ (Réseau d’Éducation Prioritaire), a French initiative that designates schools in underserved or low-income areas with additional resources and support to address educational inequalities. The study encompassed 311 students (4th and 5th grades), divided into experimental and control groups, and employed a mixed-methods approach, integrating quantitative analyses through pre- and post-program questionnaires and qualitative insights from semi-structured interviews.

Quantitative results revealed a significant impact of the workshop on the growth mindset of students, while other measures like motivation, satisfaction, and classroom climate showed no significant changes. Qualitative data, however, highlighted improvements in classroom climate, motivation, and positive school-related emotions post-intervention. Students reported enhanced sense of belonging, perception of intelligence, and a shift towards viewing mistakes as learning opportunities.

The study underscores the possibility of school-based interventions to foster a growth mindset, which can be an important dimension to improve academic engagement and success. It suggests the potential for such programs to contribute to academic perseverance and overall student well-being. Future research may focus on long-term effects, incorporate teacher perspectives, and explore broader application in varied educational settings.