The last few years have certainly been eventful- and social media comments and memes suggest that there is a general sense that we should approach this coming year cautiously, ready for any new difficulties that it might bring our way. It certainly makes sense- in Education we are continuing to respond to the impact of COVID-19 and work out how to help the unprecedented numbers of young people who are out of school. Young people for whom school itself does not seem to be working right now, in spite of the consistent, kind, caring and thoughtful responses I have seen from dedicated staff over the past year.Â
I'm feeling hopeful however. I know other people are too.
Psychologically speaking, maybe I a see hope as a way of thinking or being rather than a feeling- a certain blend of optimism and willpower, as it can exist even alongside the most difficult situation and emotions. As I subscribe to the idea that, 'there is nothing so practical as a good theory', I was pleased to find out that 'Hope Theory' is a thing- and that research into hope tells us that higher feelings of hope are consistently related to better outcomes in academics, athletics, physical health, psychological adjustment and psychotherapy. Put simply- hope is good for us.Â
This isn't a sort of wishful thinking, or 'Pollanna-ish' attempt to find a silver lining, nor is it the same as ideas of mindfulness or positive psychology.
Hope may have three distinct parts:
Goals. A sense of an outcome or vision- big or small.
Agency. This is the sense that we can do something- have control over something- and that something good can come from that action.
Problem-solving. High-hope people know that road blocks are inevitable - and their go-to place is problem-solving with the expectation that it might take several tries to reach your goals.Â
Coming back to the idea that there is nothing so practical as a good theory, I wonder if 'Hope Theory' has something to offer us when we are trying to get things right in our responses to young people's confusions, difficulties and troubles. When I think of the things I have seen school staff, (including Learning Support Assistants, Teachers, Caretakes, Head Teachers and everyone else whose efforts are part of the life of a school) doing, through the lens of 'Hope Theory', what do I see?
I see staff recognising that our children can do with a helping hand from us to identify the ways that they want things to change, not only for themselves, but also for those around them. I see them offering pupils' their belief in them so that they can develop a sense of themselves as people whose actions make a difference. I see them helping students notice the positive effect that their actions have, so they in their turn can get a sense of their own agency and can carry this skill with them into the future. I see staff focussing on problem-solving when students are struggling, avoiding the twin pitfalls of despair or blame, and in doing so teaching our young people how to hold onto hope in spite of setbacks.
It seems to me that seen this way instead of focussing only on lesson planning , curriculum delivery or pastoral care, when they are asked what they do, that education staff could realistically say that they are changemakers in the business of increasing hope.
If you enjoyed this blog, you may also enjoy Get them to finish their work! - A teacher’s guide to Attunement Strategy, Can we see the good without the bad? Using approaches from Positive Psychology to support wellbeing or Managing teen stress using Positive Psychology.
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