The placebo effect can have an outsized impact on your child’s development.
A placebo is where individuals experience real changes in their conditions solely due to their expectations of treatment rather than the treatment itself.
This phenomenon makes a big difference in special education.
So, what can you do to use the placebo effect in special education?
Let’s find out.
What is the Placebo Effect?
The placebo effect is when belief in an effective treatment drives health improvement, even if that treatment is inactive. A foundational study showed that patients with similar pain ratings could experience pain relief simply because they believed they were taking a pain-relief medication, even though it was just a sugar pill (Benedetti et al., 2005). Other studies support that patients with similar pain ratings find relief because they believe they’re taking medication, even if it’s just a sugar pill.
The placebo effect shows how powerful the mind is in physical health outcomes.
Placebo Effect In Special Education
Our expectations can manifest in real outcomes. For children with special needs, where learning and progress can sometimes feel daunting, using the power of belief makes a difference. Educators and parents can help reveal their children’s full capability by creating an environment rich in positive expectations and communicating belief in their potential.
The real life placebo effect is how parents’, educators’, and your child’s beliefs influence learning outcomes.
- Teacher Expectations
Research has shown that teacher expectations can significantly influence student performance. A key study by Rosenthal and Jacobson (1968) found that if teachers believed certain children were likely to show intellectual growth, those students did indeed show greater academic improvement.
- Parental Beliefs and Attitudes
Parents’ beliefs about their children’s capabilities also play a role. Studies indicate that positive parental attitudes towards their children’s abilities encourage better coping strategies in children facing “academic” challenges (Hornstra et al., 2010). For parents of children with special needs, maintaining a hopeful and positive outlook fosters resilience and determination in their children.
- Child’s Mindset
The mindset of learners impacts educational outcomes. Children with special needs who believe in their own growth and potential are more likely to embrace challenges and persist through difficulties than those who feel their abilities are fixed (Dweck, 2006). Educators and parents can cultivate a growth mindset by praising effort rather than innate ability, reinforcing the value of persistence and effort.
Placebo Effect: Real-Life Examples in Learning and Special Education
Here’s how to use the placebo effect when teaching your child.
- Setting Expectations
Educators and parents should set high but achievable expectations for students with special needs. These expectations should be communicated and accompanied by the necessary support, emphasizing the belief in each child’s potential.
- Fostering a Positive Environment
Creating a positive, nurturing environment both at home and in school can help reinforce the belief in success. Celebrate small victories and consistent effort rather than just results.
- Empowering Students
Teach your kids with special needs about the power of mindset. Encourage their belief in their ability to overcome challenges and succeed.
- Mindful Communication
The language used by educators and parents reinforces positive expectations. Phrases like “I believe in you” or “You can do this” empower children with special needs to keep going.
The placebo effect is more than a sugar pill example — it’s proof that your mind is a powerful tool. It starts with you, as a parent or caregiver, recognizing the ability of your special person. With encouragement, dedication, and celebration, you can see changes in your child.
References:
- Benedetti, F., Mayberg, H. S., Wager, T. D., Stohler, C. S., & Zubieta, J. K. (2005). Neurobiological mechanisms of the placebo effect. Journal of Neuroscience, 25(45), 10390-10402.
- Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart & Winston.
- Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43(6), 515-529.
- Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.