Role Models in Chess in Education

What Queen of Katwe Can Teach Chess Educators About Role Models

Across the world, millions of children are introduced to chess every year through schools, clubs, and community programmes. As chess educators, we rightly focus on pedagogy: how children learn the moves, develop thinking skills and build confidence over time. Yet research from education and psychology reminds us that learning is shaped not only by what we teach, but by who children believe chess is for.

A well-known study linked to the film Queen of Katwe offers an important insight for chess educators, particularly for those working with diverse communities.

In Chess in Education, we often talk about skills such as problem-solving, decision-making, focus, and resilience. But there is another ingredient that also shapes learning outcomes, who students believe chess is “for.” And that belief can be deeply influenced by role models.

A powerful study from Uganda helps us understand why role models matter, how they work, and what chess educators can do differently in their classrooms.

The research: a film, a maths exam, and a mindset shift

In a randomised study led by Emma Riley, secondary-school students in Uganda watched a film shortly before sitting a national mathematics exam. One group watched Queen of Katwe, the true story of a girl growing up in poverty who discovers chess and goes on to compete internationally. A control group watched an unrelated film.

The impact was significant. Girls who watched Queen of Katwe were 44% less likely to fail their maths exam, with the strongest effects observed among students from lower socio-economic backgrounds. The film shifted students’ beliefs about their ability, effort and what kinds of success felt possible for them.

It was a measurable shift in performance, triggered by seeing someone like them succeed. Seeing a relatable role model changed how students approached a cognitively demanding task, and how role models influence learning and performance.

• Girls who watched Queen of Katwe were 44% less likely to fail maths
• The effect was strongest for students from lower socio-economic backgrounds
• The film changed beliefs about ability, effort, and identity

Role models work best when they feel reachable

One of the most important lessons from the research is that role models are most powerful when students can imagine themselves following a similar path. Don’t just mention famous players as trivia. Not just “grandmasters at the top”, but players who once sat where your students are sitting now.

That means:

• A visible journey, not instant mastery
• Similar age
• Similar socio-economic background
• Shared struggles, not just success

In Chess in Education, this invites us to broaden the stories we tell. Elite grandmasters remain an important part of chess culture, but they are not always the most powerful entry point for young learners. Stories of young players, local champions, late starters or students who balanced chess with other challenges often resonate more deeply.

Representation shapes participation

The Uganda study demonstrates that when learners see a role model they can relate to, it can alter their approach to the challenge itself. This suggests that representation plays a role in whether students feel that chess is a space where they belong. If children never see people “like them” in chess stories, some will unconsciously opt out, even if they enjoy playing. Using diverse, relatable role models is about access and inclusion.

Turn stories into discussion

The impact of Queen of Katwe worked because students reflected on what they saw. For chess educators, this highlights the value of creating space for discussion around role models. When students are invited to talk about what a player overcame, how they learned and what helped them persist, chess becomes a context for thinking about growth, resilience, and identity.

In chess lessons, ask questions like:

• What challenges did this player face?
• What helped them improve?
• What do you recognise from your own life?
• What would have happened if they had given up early?

Such discussions are especially powerful at key moments, just as the study shows right before an exam, or when learners experience frustration or self-doubt. At these points, role models can help exactly the moment students are questioning themselves and reframe struggle as part of learning.

Use role models intentionally

Chess in Education is about supporting young people to see themselves as thinkers, problem-solvers and learners who can grow through practice. The Queen of Katwe study reminds us that identity and learning are deeply connected. When students believe that chess is “for people like me,” their engagement, confidence and performance can change in meaningful ways.

Using diverse, age-appropriate and socio-economically relatable role models is about widening access to the mindset that improvement is possible and that effort matters. The lesson from this research is that, if we want chess to be truly inclusive, we must be mindful of whose stories are visible in our classrooms.

For chess educators worldwide, this is both a responsibility and an opportunity. By choosing our role models thoughtfully and by encouraging reflection, we can help ensure that chess is a space in which every child can belong. To create impact, you need:

• the right stories
• the right timing
• space for discussion
• and awareness of your students’ backgrounds

See study here:
Role models in movies: the impact of Queen of Katwe on students’ educational attainment

• Share on Facebook
• Share on X
• Share on LinkedIn