Evidence from students’ enrolment shows a steady increase in numbers of older learners assessing higher education (HE) within Europe and the UK. This is attributed to the believe that HE attainment supports personal development, life satisfaction and future prosperity. Another likely factor is due to the widening participation drive of various stakeholders. Educational attainment at tertiary level is now the most common level of attainment among young adults in the EU, though substantial differences remain within countries. However, this upsurge in number is also fraught with challenges including high number of students drop out, low level of confidence among older learners who are returning to education after a fairly long period of absence and learners with other distractions such as work and parental responsibilities.

While widening participation in higher education aims to provide access and opportunities to a broader and more diverse student population, the transition to university life can present unique challenges, particularly for students from underrepresented backgrounds. One of the key factors that influence academic success and personal growth in higher education is the cultivation of a growth mindset. This mindset, rooted in the belief that abilities and intelligence can be developed through dedication and hard work, can significantly enhance student resilience, learning outcomes, and self-efficacy. It is a sense of purpose to be advanced by encouraging students to reflect on how working hard and learning can help them accomplish their academic and skill acquisition goals. Expected impact of promoting growth mindset in any learning environment includes significant improvements in student engagement, retention, and achievement, especially in mature and adult learners.

This paper explores the importance of embedding a growth mindset among widening participation students in HE, identifying and presenting strategies for promoting this mindset via curriculum design, pedagogy, academic support services, and classroom activities. Likewise, it appraises how embracing a growth mindset can address issues such as self-doubt, imposter syndrome, and academic stress, which are prevalent among older learners and students from disadvantaged backgrounds. The paper argues that by integrating growth mindset principles into HE environments, schools can better support the holistic development of a more inclusive and successful student body. In the end, the entrenchment of growth mindset is not only a tool for improving academic achievement but also for promoting long-term personal and professional growth in higher education settings.

Keywords: Growth mindset, Widening participation, Underrepresented students, Higher education.