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A student's ability mindset is associated with their academic success, but less is known about how teachers' ability mindset and classroom practices promote student well-being. Using data from two concurrent studies with samples of 6th-12th-grade students (N = 2665; M age = 14.73 years, 62% qualified for free/reduced-price lunch; 49% girls; 33% Black, 49% White, 18% Other ethnicity-race) and math teachers (N = 195; 59% women; 94% White, 2% Black, 4% Other ethnicity-race; 40% bachelor's degrees, 60% graduate degrees), this prospective study used multi-informant, multi-level approaches to test (a) the links between teachers' mindset and students' learning engagement, emotional well-being, and social connectedness and (b) the mediational role of growth-oriented instructional approaches. Within and between classrooms, student-reported teacher mindset was positively associated with all well-being outcomes. Growth-oriented classroom practices mediated the link between student-reported teacher mindset and all well-being outcomes at the individual level, but mediational pathways at the classroom level were only significant for emotional well-being. Teachers' self-reported mindset was not a significant predictor at the classroom level. • Teachers with growth mindsets believe student ability can improve with effort. • Teachers' growth mindset is positively linked to student well-being. • Teachers' growth mindset is linked to growth-oriented classroom practices. • Teaching practices mediated the link between teacher mindset and student well-being. [ABSTRACT FROM AUTHOR]

Racially disparate school disciplinary practices create inequitable circumstances for minority and immigrant youth around the world. In the U.S., Black youth are more likely than their White peers to be suspended for minor, non-violent infractions. This study explores (a) whether school cultural socialization practices reported by Black students (N = 544; M age (SD) = 12.45 (1.57); 49% boys) and teachers (N = 38; 84% female) were linked to a reduced likelihood of receiving suspensions for minor infractions and (b) the extent to which Black students' perceptions of school climate mediated this relation. Results indicated that school cultural socialization was linked to a decreased likelihood of being suspended for a minor infraction and improved school climate perceptions for Black students. Black students' perception of school climate mediated the link between school cultural socialization and suspensions for minor infractions. These results highlight school cultural socialization as a promising approach for increasing cultural responsivity and equity within schools, reducing racial bias, and expunging unjust disciplinary responses. • Concerns about schools' racial diversity climate are widespread. • Black youth are more likely than their White peers to be suspended. • School cultural socialization was linked to a lower likelihood of being suspended. • School climate mediated the link between cultural socialization and suspensions. • Educators can reduce disciplinary inequities by implementing cultural socialization. [ABSTRACT FROM AUTHOR]