Words can be quite polarizing and morph into reasons why change is not necessary. Recently, on Unpacking the Backpack, I shared some thoughts on how TTWWADI (That's the way we have always done it) can be a culture killer after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.
We often think the greatest obstacles in education are external—limited resources, shifting policies, or ever-changing standards. But sometimes, the most insidious barriers come from within. They hide in plain sight, embedded in our everyday language and mindsets. Harmless at first glance, these phrases quietly sabotage progress, limit potential, and preserve the status quo. If we want to transform education in meaningful ways, we must start by confronting the words that hold us back.
These phrases are more than just words—they're warning signs of fixed mindsets, low expectations, and a resistance to change. Left unchecked, they become part of the culture, quietly influencing decisions, limiting innovation, and undermining student success. To create schools that are responsive, equitable, and future-ready, we must identify and challenge the language that sustains outdated practices. Below are six of the most dangerous phrases heard in schools—and why they must be replaced with a mindset of growth, possibility, and purpose.
1. "That's the way we've always done it."
Why it's dangerous: This mindset resists change, stifles innovation, and prioritizes tradition over effectiveness. It discourages educators from examining whether practices are meeting current student needs or aligning with modern research.
2. "These kids can't..."
Why it's dangerous: This phrase reflects deficit thinking and lowers expectations. It places limits on student potential based on assumptions about background, behavior, or ability—often reinforcing systemic inequities.
3. "We tried that already."
Why it's dangerous: Often used to dismiss ideas without evaluating whether they were implemented effectively or supported over time. Innovation requires iteration, adaptation, and reflection—not one-time trials.
4. "It’s not my job."
Why it's dangerous: This mindset erodes collective responsibility. In successful schools, everyone plays a role in student success—whether it's academic support, behavior management, or cultural responsiveness.
5. "They’re just not motivated."
Why it's dangerous: It shifts the blame to students instead of examining how learning experiences might lack relevance, challenge, or support. It ignores the educator's role in creating engaging and meaningful learning environments.
6. "That won't work with our kids."
Why it's dangerous: This phrase shuts down evidence-based practices by presuming local exceptionalism. It dismisses research and replicable strategies without trying to adapt them to fit the context.
Overcoming these limiting phrases begins with cultivating a growth mindset among educators and leaders. Dweck (2006) emphasizes that when educators believe all students can grow with effort and support, they are more likely to implement equitable and innovative practices. This shift requires professional learning environments where reflective dialogue, data-enhanced decision-making, and collective efficacy are prioritized. As Hattie (2012) found, collective teacher efficacy—when educators believe in their shared ability to positively affect students—has one of the highest effect sizes on student achievement. Eliminating phrases that reflect doubt, blame, or resignation helps create a culture where high expectations and continuous improvement are the norm.
Intentional leadership also plays a crucial role in disrupting these harmful narratives. Leithwood, Harris, and Hopkins (2020) argue that transformational leadership—marked by vision-setting, fostering collaboration, and challenging the status quo—is key to school improvement. Leaders who model curiosity, openness to feedback, and a willingness to challenge traditional norms help create conditions where innovation thrives. By replacing passive or defeatist language with solution-oriented thinking, schools become learning organizations where students and staff alike are empowered to take risks, grow, and succeed.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.
