During my time on placement with Dance United I explored the different types of behaviours and how they all connect with different backgrounds: low confidence, their upbringing and impressing friends. All these relate to the mindset, you could be the most disengaged child in the class but have low self-esteem, and the behaviour then forms a barrier to avoid anyone discovering their insecurities. When viewing this type of behaviour, you can see the young person is trapped with a fixed mindset, not wanting to develop in order to help with their own confidence but is only comfortable exploring what they know most about, which is delivering a bad attitude influenced by their role models. “The fixed mindset makes you concerned with how you’ll be judged; the growth mindset makes you concerned with improving.” (Dweck, n.d. 2006. P14.) The children and young people on DUY show very little confidence; I believe this is down to being pushed to the back in mainstream because of their behaviour, some children are better at learning physically therefore find it hard to concentrate in a class room, giving them the challenging behaviour title from always being disengaged. Throughout my time in the studio with the children, I worked closely with one girl (CH) this student never showed any emotion and always delivered a attitude when spoken to.  However, the DUY team knew her capability so aimed to work hard to push her. Her body language was always closed in with either her arms being folded or hands over her face, this to me shows she lacks a lot in confidence and is someone that is fixed in the mindset that strives to impress her friends. “Think about someone you know who is steeped in the fixed mindset. Think about how they’re always trying to prove themselves and how they’re always supersensitive about being wrong or making mistakes. Did you ever wonder why they were this way?” (Dweck, n.d. 2006. P15.) I brought this statement along with me on my journey so that I could pick out in detail the reasons behind the young people’s behaviour. CH refused to learn any of the choreography to start and if she went over it once she would refuse to repeat the section to help with embodying it, however, I discovered that the closer you worked with CH and showered her in praises about how well she is doing she would develop in stages: her arms finally came down, became more talkative and would repeat choreography when needed. This has shown me to not lose hope on someone because of their behaviour, there are different ways for everyone and getting to know them outside of the studio will help with the type of support needed for them.