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Abstract
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Before
This project partners researchers with culturally diverse, under-resourced youth in Newham to co-create a Growth Mindset Intervention (GMI) combining virtual reality and live performance. Building on collaboration with Newham Council’s Youth Empowerment Service and pre-trial development (see https://cordap.uel.ac.uk/organization/ethnoacting-in-vr-diy-soft-skills-development), the programme supports confidence and resilience, including for children in care. Participants step into VR environments to voice the words of role models, from Nelson Mandela to TikTok influencers and local residents, selected by Newham Youth. Evidence shows GMIs help youth embrace failure as growth (see Jiang et al., 2024). Funding enables evaluation against traditional approaches, offering a culturally relevant wellbeing tool.
Drawing on the recommendations of the most recent systematic review of Growth Mindset Interventions (GIM), our project will answer the following questions to contribute to the existing gap (Jiang 2024: 268):
Impact on young people
1. Growth mindset: Does repeated participation in Ethnoacting in VR increase participants’ growth-mindset scores (e.g., ability to view intelligence and talent as developable)?
2. Resilience and confidence: How does the intervention affect self-reported resilience, confidence in public speaking, and willingness to embrace challenge or failure?
3. Mental-health indicators: Are there measurable changes in wellbeing (e.g., reduced anxiety about failure) after the programme?
Intervention design
4. How do VR immersion and ethnoacting work together to influence motivation and perspective-taking?
5. Which elements (role-model testimony, cultural relevance, interactive VR features) are most critical to engagement and impact?
6. How can the experiential, VR and creative elements complement the typical approach of classroom delivery (which usually involves reading, writing and discussion)?
Cultural relevance and equity
6. Does co-design with racially and culturally diverse youth increase a sense of belonging and identification with role models?
7. How does the intervention support equity in educational and career aspirations for young people from under-resourced communities?
Implementation and scalability
8. What practical factors (facilitation style, session length, technical requirements) affect fidelity, accessibility, and sustainability in youth-service settings?
9. Can the programme be adapted for other UK regions or different age groups while maintaining effectiveness?
These questions allow both quantitative (pre/post surveys, validated scales) and qualitative (focus groups, observational notes) evaluation, creating a robust evidence base for wider adoption.
Clinical psychology shows that a growth mindset improves youth outcomes beyond academics, reducing psychological distress and strengthening self-regulation (Burnette et al., 2020; 2023). Growth Mindset Interventions (GMIs) can also narrow poverty-related achievement gaps (Claro et al., 2016). It is therefore crucial to examine how GMIs support social and emotional wellbeing in under-resourced, culturally diverse settings.
Newham, one of the UK’s youngest and diverse and migrant-populated boroughs, illustrates this need. Over 40 % of residents identify as Asian and 18 % as Black, far above national averages, while many neighbourhoods face high deprivation. Culturally relevant, racially diverse interventions match the Nuffield Foundation’s educational aim to improve life chances and address structural disadvantage.
This project will co-develop a GMI with young people at Newham Council’s Youth Empowerment Service, combining virtual reality and performance for the first time. Co-creation empowers participants and fills research gaps by:
1. focusing on challenged populations,
2. integrating youth feedback through mixed methods, and
3. advancing experiential approaches (Jiang 2024).
The work enriches current growth mindset curriculum interventions at the Borough of Newham (2023: 27) with an embodied, digital and participatory component; supports Newham Council’s strategy to enhance youth health and wellbeing (2024); aligns with the National Youth Strategy’s call to strengthen local services (DCMS 2024); and follows the National Youth Agency’s Curriculum Framework (2024), offering scalable practices for racially diverse communities across the UK.
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After
This project partners researchers with culturally diverse, under-resourced youth in Newham and Pimlico to co-create a Growth Mindset Intervention (GMI) combining virtual reality and live performance. Building on collaboration with Newham Council’s Youth Empowerment Service and pre-trial development (see https://cordap.uel.ac.uk/organization/ethnoacting-in-vr-diy-soft-skills-development), it fosters confidence and resilience, including for vulnerable children in care and participants in Pimlico Foundation’s school-based mentoring programme. Participants step into VR environments to voice the words of role models—from Nelson Mandela to TikTok influencers and local residents—selected by the youth themselves. Evidence shows GMIs help young people reframe failure as growth (Jiang et al., 2024). Funding enables optimisation of youth engagement through a co-created, digital, immersive, and embodied GMI, accompanied by rigorous evaluation to provide a culturally relevant wellbeing tool.
Drawing on the recommendations of the most recent systematic review of Growth Mindset Interventions (GIM), our project will answer the following questions to contribute to the existing gap (Jiang 2024: 268):
Impact on young people
1. Growth mindset: Does repeated participation in Ethnoacting in VR increase participants’ growth-mindset scores (e.g., ability to view intelligence and talent as developable)?
2. Resilience and confidence: How does the intervention affect self-reported resilience, confidence in public speaking, and willingness to embrace challenge or failure?
3. Mental-health indicators: Are there measurable changes in wellbeing (e.g., reduced anxiety about failure) after the programme?
Intervention design
4. How do VR immersion and ethnoacting work together to influence motivation and perspective-taking?
5. Which elements (role-model testimony, cultural relevance, interactive VR features) are most critical to engagement and impact?
6. How can the experiential, VR and creative elements complement the typical approach of classroom delivery (which usually involves reading, writing and discussion)?
Cultural relevance and equity
6. Does co-design with racially and culturally diverse youth increase a sense of belonging and identification with role models?
7. How does the intervention support equity in educational and career aspirations for young people from under-resourced communities?
Implementation and scalability
8. What practical factors (facilitation style, session length, technical requirements) affect fidelity, accessibility, and sustainability in youth-service settings?
9. Can the programme be adapted for other UK regions or different age groups while maintaining effectiveness?
10. Can the programme be adapted for delivery within one-to-one mentoring schemes for vulnerable or at-risk youth?
These questions allow both quantitative (pre/post surveys, validated scales) and qualitative (focus groups, observational notes) evaluation, creating a robust evidence base for wider adoption.
Clinical psychology shows that a growth mindset improves youth outcomes beyond academics, reducing psychological distress and strengthening self-regulation (Burnette et al., 2020; 2023). Growth Mindset Interventions (GMIs) can also narrow poverty-related achievement gaps (Claro et al., 2016). It is therefore crucial to examine how GMIs support social and emotional wellbeing in under-resourced, culturally diverse settings.
Newham, one of the UK’s youngest, most diverse, and migrant-populated boroughs, illustrates this need. Over 40% of its residents identify as Asian and 18% as Black, figures far above the national averages, while many neighbourhoods experience high levels of deprivation. Pimlico, in the City of Westminster, combines areas of significant wealth with pockets of deprivation, where schools often require additional support for vulnerable youth. Culturally relevant and racially diverse interventions align closely with the Nuffield Foundation’s educational mission to improve life chances and address structural disadvantage, while also enhancing welfare and protecting young people from involvement in crime.
This project will co-develop a GMI with young people at Newham Council’s Youth Empowerment Service, combining virtual reality and performance for the first time. Co-creation empowers participants and fills research gaps by:
1. focusing on challenged populations,
2. integrating youth feedback through mixed methods, and
3. advancing experiential approaches (Jiang 2024).
This work enhances Newham’s growth mindset curriculum (2023: 27) with embodied, digital, and participatory elements; supports Newham Council’s youth health and wellbeing strategy (2024); reinforces Pimlico Foundation’s youth empowerment initiatives in collaboration with Westminster Council, local schools, and the police (https://pimlicofoundation.co.uk); aligns with the National Youth Strategy’s call to strengthen local services (DCMS, 2024); and follows the National Youth Agency’s Curriculum Framework (2024), offering scalable practices for racially diverse communities across the UK.
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Last Published
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Before
October 01, 2025 02:00 PM
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After
October 03, 2025 08:57 AM
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Intervention (Public)
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Before
This preliminary study will test the impact of Ethnoacting in VR for Growth Mindset (EthnoVR-GMI) against a traditional classroom-based Growth Mindset Intervention. Both approaches aim to strengthen growth mindset and resilience among culturally diverse, under-resourced youth in Newham.
The project uses an experimental pre-post, follow-up randomised controlled mixed-methods design with 150 participants aged 12–19. Participants will be randomly assigned (1:1) to either the VR intervention or a traditional GMI. The participants will also help co-create the experience through participatory action research, taking part in the pre-production and production stages of the VR development. The study will be run with three different cohorts, or more, until the number of participants is met.
Impact will be measured with the Implicit Theory Intelligence Scale (ITIS) (Dweck & Henderson 1988) but we will also change some questions to tackle certain limitations that were identified (see Ortiz Alvarado et al. 2024), Beliefs About Social Mobility Scale (Browman et al. 2017; https://sparqtools.org/mobility-measure/beliefs-about-social-mobility-scale/#all-survey-questions-teens ), and the “Kind of Person” Implicit Theory Scale (Dweck 2013; https://sparqtools.org/mobility-measure/kind-of-person-implicit-theory-scale/) . Quantitative data will be collected via Qualtrics and analysed with analysis of variance (ANOVA). Qualitative data from focus groups and participant observation during VR development and after the intervention will be coded and categorised in NVivo. Focus groups (n = 12-13) will ensure every participant has a voice.
The qualitative element extends beyond data collection to a genuine collaboration, centring young people’s creativity and inviting them to become catalysts for improving the lives of their peers. All sessions will be filmed both for observational analysis and to produce a short documentary for dissemination.
The Principal Investigator (PI), experienced in participatory action research and VR trials, will lead data collection. The Youth Service Manager from Youth Empowerment Service (YES), will support recruitment, VR co-design, and data collection.
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After
This preliminary study will test the co-created Ethnoacting in VR for Growth Mindset (EthnoVR-GMI), developed with youth from Newham and Pimlico, against a traditional classroom-based Growth Mindset Intervention (GMI). Both aim to strengthen growth mindset and resilience among culturally diverse, under-resourced, and vulnerable youth.
Using a pre-post, follow-up, randomised controlled mixed-methods design, 150 participants aged 12–19 will be randomly assigned (1:1) to the VR or traditional intervention. Participants will also co-create the VR experience through participatory action research during pre-production and production stages. The study will run with three cohorts, or four if recruitment targets are not met.
Impact will be measured with the Implicit Theory of Intelligence Scale (ITIS) (Dweck & Henderson, 1988), with some questions adapted to address limitations identified by Ortiz Alvarado et al. (2024); the Beliefs About Social Mobility Scale (Browman et al., 2017; https://sparqtools.org/mobility-measure/beliefs-about-social-mobility-scale/#all-survey-questions-teens); and the “Kind of Person” Implicit Theory Scale (Dweck, 2013; https://sparqtools.org/mobility-measure/kind-of-person-implicit-theory-scale/). Quantitative data will be collected via Qualtrics and analysed using analysis of variance (ANOVA).
Qualitative data from focus groups (n = 12–13) and participant observation will be coded in NVivo, centring youth creativity and ensuring every participant has a voice. Sessions will be filmed for observational analysis and a short documentary for dissemination.
The PI will lead data collection, supported by Newham’s Youth Empowerment Service and Pimlico Foundation in recruitment and VR co-design.
The PI will lead data collection, supported by Newham’s Youth Empowerment Service and Pimlico Foundation in recruitment and VR co-design.
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Primary Outcomes (End Points)
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Before
The study is expected to show significant increases in growth-mindset scores for the intervention group from pre- to post-test, with effects sustained at follow-up. Beyond statistical outcomes, the participatory design will empower local youth, demonstrate the feasibility of performative, digital, immersive interventions, and generate scalable practices for racially diverse, under-resourced communities.
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After
The study is expected to show significant increases in growth mindset scores for the intervention group, sustained at follow-up. Beyond measurable effects, the participatory design will empower youth, demonstrate the feasibility of performative, digital, immersive interventions, and create scalable practices for racially diverse, under-resourced communities. The Ethnoacting in VR for Growth Mindset programme will be freely available to local youth services and schools across the UK.
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Experimental Design (Public)
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Before
September 2026 – Recruitment
Newham youth will be informed through YES and provided consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026 – Introductory Session x 3 cohorts (50 participants per cohort)
Both groups (25 each) attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027 – VR Design
Participant observation from recordings and feedback guide the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027 – Intervention Sessions x 3 cohorts (50 participants per cohort)
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027 – Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo20.
June 2027 – Documentary
Creation of a short documentary for open-access distribution and school screenings.
July 2027 – Follow-Up
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula.
August 2027 – Reporting
Conference presentations, submission of an open-access paper (e.g., VR Frontiers), and reports shared with Newham Council, YES, schools and other relevant parties.
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After
Timeline and Methods
September 2026 – Recruitment
Newham and Pimlico youth will be informed through YES and Pimlico Foundation, respectively, and provided with consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026 – Introductory Session x 3 cohorts (50 participants per cohort)
Both groups (25 each) in each cohort attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes from the pilot that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027 – VR Design
Participant observation from recordings and feedback guides the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027 – Intervention Sessions x 3 cohorts (50 participants per cohort)
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027 – Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo20.
June 2027 – Documentary
Creation of a short documentary for open-access distribution and school screenings.
July 2027 – Follow-Up
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula.
August 2027 – Reporting
Conference presentation, submission of an open-access paper (e.g., VR Frontiers), and a report shared with Newham Council and YES.
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Randomization Unit
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Before
Youth Empowerment Service at Newham Council
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After
Youth Empowerment Service at Newham Council
Pimlico Foundation
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Planned Number of Clusters
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Before
150 service users-participants from 1 youth service
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After
150 service users-participants from 2 youth services
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Additional Keyword(s)
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Before
youth; growth mindset intervention
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After
youth; growth mindset intervention; co-creation
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Keyword(s)
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Before
Behavior, Education, Other
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After
Behavior, Education, Other, Welfare
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Intervention (Hidden)
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Before
Timeline and Methods
September 2026 – Recruitment
Newham youth will be informed through YES and provided consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026 – Introductory Session x 3 cohorts (50 participants per cohort)
Both groups (25 each) attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027 – VR Design
Participant observation from recordings and feedback guide the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027 – Intervention Sessions x 3 cohorts (50 participants per cohort)
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027 – Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo20.
June 2027 – Documentary
Creation of a short documentary for open-access distribution and school screenings.
July 2027 – Follow-Up
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula.
August 2027 – Reporting
Conference presentation, submission of an open-access paper (e.g., VR Frontiers), and a report shared with Newham Council and YES.
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After
Timeline and Methods
September 2026 – Recruitment
Newham and Pimlico youth will be informed through YES and Pimlico Foundation, respectively, and provided with consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026 – Introductory Session x 3 cohorts (50 participants per cohort)
Both groups (25 each) in each cohort attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes from the pilot that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027 – VR Design
Participant observation from recordings and feedback guides the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027 – Intervention Sessions x 3 cohorts (50 participants per cohort)
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027 – Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo20.
June 2027 – Documentary
Creation of a short documentary for open-access distribution and school screenings.
July 2027 – Follow-Up
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula.
August 2027 – Reporting
Conference presentation, submission of an open-access paper (e.g., VR Frontiers), and a report shared with Newham Council and YES.
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