What if a simple belief, held by someone else, could change how well your child performs at school?
It might sound like something out of a motivational seminar, but this concept is grounded in decades of psychological research. Known as the Pygmalion Effect, this phenomenon describes how higher expectations lead to better performance, and conversely, how lower expectations can quietly undermine even the most capable students.
In today’s high-stakes educational environment, especially when it comes to key assessments like GCSEs and A-levels, the beliefs teachers hold about students aren’t just casual impressions. They can be self-fulfilling prophecies, ones that either build a student’s path to success or subtly block it.
Let’s explore what the Pygmalion Effect really is, how it works in schools, and what it means for your child.
What is the Pygmalion Effect?
The Pygmalion Effect is a psychological phenomenon where the expectations of others influence an individual’s performance. In schools, this means that if a teacher believes a student is capable of high achievement, they are more likely to actually achieve at that level.
Conversely, if a teacher subtly communicates low expectations, the student often performs in line with those reduced expectations.
The term comes from Greek mythology, where the sculptor Pygmalion fell in love with a statue he created, and through the power of his belief, the statue came to life. It’s a powerful metaphor: belief can shape reality.
The modern psychological concept was introduced in the 1960s through a landmark study by Robert Rosenthal and Lenore Jacobson.
The famous study that changed everything
So, what exactly happened in this study?
Rosenthal and Jacobson conducted a groundbreaking experiment in an elementary school in California. Teachers were told that certain students, randomly selected, had shown exceptional promise on an intelligence test and were expected to "bloom" academically in the coming year.
The reality? These students were chosen at random. There was nothing special about their test scores or ability.
But after eight months, these students showed significantly greater improvement in both academic performance and IQ compared to their peers.
Why? Because the teachers believed they were gifted, and unknowingly treated them differently: more encouragement, more attention, more opportunities to excel.
In essence, the students became what the teachers believed they were.
How does this look in today’s classrooms?
In UK schools, especially during GCSE and A-level preparation years, students are often divided into sets or groups based on prior performance. While this can help with targeted instruction, it can also lead to labelling — both formal and informal.
Here’s how the Pygmalion Effect can show up in subtle but impactful ways:
- Challenging students more who are perceived as “bright”
- Calling on them more frequently
- Giving them more detailed and encouraging feedback
- Showing more patience when they struggle
- Offering more enrichment or extension activities
On the other hand, students who are seen as less capable, even if mistakenly, may receive:
- Simplified tasks or worksheets
- Vague, generic feedback
- Lower expectations in mock exams or homework
- Fewer opportunities to demonstrate depth of understanding
- More acceptance of mediocre performance
These patterns, sustained over months or years, begin to shape how students see themselves and what they believe they’re capable of.
Why this matters for GCSEs and A-levels
GCSEs and A-levels are gatekeepers to the future. They influence university admissions, apprenticeships, and career opportunities. But long before a student sits the actual exams, their predicted grades, subject choices, and teaching quality are all shaped by the assumptions adults make about them.
If a teacher believes a student is only capable of a C, they may never encourage them to aim for an A. If a student is placed in a foundation tier when they could handle the higher paper, they lose access to top grades altogether.
The danger is that low expectations become invisible barriers, ones that students might never even realise are holding them back.
Two imaginary students, two different outcomes
Let’s say we have two students, equally bright, equally curious.
- Student A is told: “You’re doing great, with a bit more effort, you could aim for a 9!
- Student B hears: “Let’s aim for a secure 5. Not everyone is cut out for top grades.”
Over time, Student A begins to believe in their potential and pushes harder. Student B settles for mediocrity, not because they lack ability, but because no one challenged them to go further.
This is the Pygmalion Effect in action. The teacher’s belief becomes the student’s reality.
Unconscious bias: The hidden force behind low expectations
It’s important to note that most teachers don’t intentionally hold students back. Often, these low expectations are unconscious, shaped by a child’s past performance, behaviour in class, socio-economic background, race, or even gender.
Multiple studies have shown that Black, minority ethnic, working-class, and neurodiverse students are more likely to face lower expectations, even when they perform well.
For example, a student with dyslexia may be assumed to struggle across subjects, even if they excel in science. A quiet or shy child might be overlooked compared to a more outspoken classmate.
This is why it’s critical for parents and educators to actively challenge assumptions and look at the data — not the labels.
What can you do as a parent?
Understanding the Pygmalion Effect gives you an incredibly powerful tool: awareness. Here’s how to use it:
1. Monitor Teacher Feedback
Is your child consistently being told to aim lower than their ability suggests? Are predicted grades underwhelming despite hard work?
2. Listen to Your Child’s Self-Talk
Phrases like “I’m not top-set material” or “My teacher doesn’t think I can do better” may signal low expectations being internalised.
3. Speak Up
Don’t hesitate to question set placements, target grades, or the rationale behind feedback. Ask teachers how your child can stretch themselves. Show that you expect more — and ask them to expect more, too.
4. Find High-Expecting Mentors
Sometimes, a single tutor, coach, or outside mentor can reignite belief where school has let it fade. Look for people who push your child to grow, not just maintain.
5. Model Belief at Home
You are your child’s first (and often most enduring) Pygmalion. Your belief in their abilities and your response to setbacks send strong messages about what they’re capable of.
The takeaway: Expect more, get more
The Pygmalion Effect is not about wishful thinking; it’s about the power of belief backed by action.
When students are surrounded by people who expect more of them and give them the tools and challenge to meet those expectations, they almost always rise to the occasion.
So next time you hear a teacher say, “Let’s be realistic,” consider asking: Realistic for whom? Based on what? Because your child’s future shouldn’t be limited by someone else’s assumptions.
Want some more advice on how to manage expectations? Get in touch with one of our experience teachers and have a conversation.