How I Helped “Harry Potter Girl” Work Her Magic in Maths

“I don’t get it all!”

These were the exact words of one of my students while reflecting on her Christmas Maths test this week.

“With Maths, you either get it or you don’t,” she elaborated.

During our conversation, she explained that her Maths grinds teacher couldn’t work with her the previous weekend due to illness.

As a result, she hadn’t studied probability and statistics—topics that were heavily featured on the exam. She was frustrated and felt defeated.

This interaction reminded me of a valuable lesson I had learned from a top tennis coach.

He said that the difference between the top 20 players in the world and the top 2,000 isn’t talent or skill—it’s mindset.

Specifically, it’s what they say to themselves between points during the game.

This principle applies not just to tennis but also to study and exams.

How students talk to themselves about a subject and their ability to succeed can make or break their performance.

The Case of “Harry Potter Girl”

A few years ago, I was working with a student who adored Harry Potter. Let’s call her “Harry Potter Girl.”

Like many teenagers, she struggled with Maths, particularly probability.

We started by identifying the beliefs she held about herself when it came to Maths.

She confessed:

– “I’m not good at Maths.”

– “You either get it or you don’t.”

– “I’m useless at Maths.”

– “I don’t get it.”

– “I don’t do well under pressure.”

These weren’t just passing thoughts; they were deeply ingrained beliefs. And these beliefs were completely disempowering.

Changing the Script

One of the things I love about Harry Potter is the concept of magic—how wizards can create incredible transformations with just a wand and the right words.

So, I encouraged Harry Potter Girl to think of her inner dialogue as her “magic wand.”

I showed her how to rewrite the script she was playing in her head with new, empowering beliefs:

• “Everything is figureoutable.” (Thank you, Marie Forleo!)
• “I can work through it.”
• “I will figure it out.”
• “I can handle the pressure.”
• “I will push through it.”

These new phrases embodied what psychologist Carol Dweck calls a Growth Mindset.

Harry Potter Girl had been stuck in a Fixed Mindset, believing her abilities were static and unchangeable.

But once she shifted to “I can figure this out,” everything changed.

Empowering V Disempowering Beliefs

The Transformation

Over time, Harry Potter Girl started to enjoy Maths. She no longer saw problems as obstacles but as puzzles she could solve.

Her stress around exams diminished, and she began to thrive, scoring in the 70s and 80s on her tests—a huge leap from where she started.

The real breakthrough wasn’t in her understanding of Maths.

It was in her beliefs about her abilities and her newfound resourcefulness to approach problems with confidence.

Maths, like many subjects, is a “feeling” subject. When you change how you feel about it, you change how you perform.

A Message to Parents

For parents of teenagers, it’s essential to recognize that academic struggles are often about more than just the material.

They’re about identity.

Does your child see themselves as someone who can solve problems?

Do they believe they can grow and improve with effort?

How do they talk to themselves when faced with a challenge?

Encourage them to rewrite their internal script. Remind them that learning is a process, and struggles are part of the journey.

Most importantly, it is not about a quick fix.

Identity Change Takes Time, But It’s Magic

Helping teenagers shift from a Fixed Mindset to a Growth Mindset isn’t easy.

It takes patience, encouragement, and the right tools. But when it happens, it’s like magic.

When students begin to see themselves as capable, resilient problem-solvers, they don’t just excel academically—they grow into confident, empowered individuals ready to tackle whatever life throws their way.

And that’s magic!

Until next time, keep Raysing the Game.