Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

增长和固定心态的消息传递越来越受欢迎。在我们的试点研究中，我们检查了有学习障碍 (LD) 学生的心态，以确定他们的自我信念与这种信息传递的关系。我们的结果表明，与没有 LD 的同龄人一致，有 LD 的学生比固定型思维更支持成长型思维。此外，在他们关于成为 LD 学生的评论中，参与者强调了成长心态信息的重要组成部分。然而，一些评论可能反映了一种错误的成长心态，即学生只关注努力，而不是成长所需的额外资源。我们为未来的研究提供方向。