This is a construct that has emerged from The Promise Foundation’s studies of poverty and disadvantage, and has been applied in our analyses across socio-economic contexts. 

Consistent trends in our research have indicated that life conditions can create mindsets and attitudes, which in turn influence behaviour.  This influence of the mind on behaviour is particularly significant when entire societies begin to think in a particular manner, internalise belief structures, and demonstrate certain mindsets.  Psychologists use the term social cognitions to describe patterns of thinking that have become habitual across social groups. 

Our research has also shown us that prevailing life conditions can create social-cognitive environments.  Within these environments, positive or negative values begin to be attributed to many aspects of life.  This could include, parent-child relations, gender related issues, and most importantly to learning, education, and schooling. 

For example, a certain social-cognitive environment may foster in the teacher the belief that every one of his or her students must become an independent learner and hence the teacher would focus on improving his or her teaching skills.  Another social-cognitive environment might foster the belief that a senior teacher’s status is such that he or she need not come to school on time, need not prepare adequately for a class, and performing the duties of a teacher “as and when possible” is sufficient.  Similarly, on the side of the learner, the student may come from a social-cognitive environment that places a high value on education and learning.  In another social-cognitive environment such a value may not be placed on education and the student’s family might believe that education, “if possible”, is sufficient. 

The statements made by people from different walks of life shown on this page illustrate how social cognitive environments can shape orientations to learning and career development.  Our field experiences have repeatedly shown us that if such belief structures are left unaddressed, the effectivness  of an intervention is likely to be low and its sustainablity weak over time.  

Hence an important guiding principle for us to understand social cognitive environments before initating an intervention. 

"Is this an English medium, private, convent school?"

(Translated from Kannada)

Mother from a slum area, searching for a school for her pre-school aged child, Bangalore.

“I am a maistry.  I learnt this job without going to school. Todayt people come searching for me to give me work. Why should my son go to school?”

(Translated from Tamil)

Self-taught mason, Pondicherry.



 "I must take up science and then study engineering.  That way I will bring honour to my family". 

(Translated from Kannada)

High School student, middle class background, Bangalore.

 "The best path to success is to learn how to read!" 

(Translated from Kannada)

Illiterate, partially blind, self-ordained distributor of books in an interior part of rural Karnataka.