Schools are complicated developmental contexts, and many different aspects of the school environment can influence how students experience school life, interact with others, and generally feel within that environment. This study had three aims: (a) to examine the psychometric properties of a retrospective survey of student experiences with ETT and hypothesised outcomes; (b) to examine how the school’s integration of the ETT mindsets is associated with students’ sense of belonging to the school, pressure to achieve, and responses to failure; and (c) to investigate how students reflect on the changes they have experienced personally and seen within their classroom and school.