
During difficult times, hope can be a powerful force. History is filled with stories of people who held on to hope when they faced circumstances that were incredibly dark and filled with seemingly unmeetable challenges. We might recall the years Nelson Mandela spent in prison and the difficulties faced by survivors of concentration camps. We hear of people lost in dangerous weather or injured in remote locations who find a way to survive against incredible odds. Each of these stories have a common theme: Hope was a driving factor to continue to persist and struggle, even when there seemed little reason for optimism.
Certainly, we are facing difficult times now. This has been a bewildering year. The pandemic has upended our lives. Political events and conflicts have led to disappointment and confusion. Lack of progress on important social issues has been disheartening. Our professional lives have been disrupted and learning opportunities for our students have been compromised.
Hope may seem to be in short supply. Yet, hope is what we need to carry us through. It is hope that can give us the strength and courage to press on, find new answers, and build a future worthy of our past.
Yet, hope is not blind optimism. Optimism alone can lead to pipe dreams and wishful thinking that can easily be dashed by reality. We need to be able to face reality without becoming overwhelmed by it.
The good news is that hope comes from within and is not driven by external circumstances. In fact, hope gives us the ability to face and overcome the circumstances and difficulties we experience. Hope gives us a sense of control in response to adverse circumstances and difficult challenges. Hope does not mean waiting for a superhero to save us or a silver bullet solution. Hope is a serious weapon for serious times.
So, how can we generate and embrace hope during times like these? We can start by reflecting on and examining what matters most to us. What gives us a sense of purpose? What provides us with meaning and direction for our energy and efforts? What will bring joy, satisfaction, and contentment? The answers to these questions can tell us where to focus and find hope.
We also need to answer for ourselves how our focus and commitment will make us a better person and improve the lives of those around us. Research shows that when our hope is centered on making our lives better and improving the lives others, we are more likely to remain committed and hopeful in the face of challenges and disappointment than when we focus solely on ourselves.
Further, living and sustaining hope driven by purpose requires a positive attitude, a specific plan, a clear vision, and the discipline to work toward it. Hope is kept alive by what we do each day. We need to be specific about the actions we will take every day to move forward. The more specific we are, the more likely we will follow through and develop behavioral patterns and habits that will sustain us. The clearer our goals, the more likely we will achieve them. Of course, choosing to have a positive, action-oriented attitude can help carry us through days that try our patience and tempt us to despair.
Hope is not for weaklings and “fraidy cats.” Hope asks us to be tough, resilient, and focused. Hope is within our control. It is not determined by circumstances or the actions of others. We can make it through difficult times and serious challenges if we choose to hope, remain focused, and are courageous. The good news is that hope leads us to a meaningful life, a sense of control, and pride in who we are and what we have accomplished.

Brand New Research: A Potential Game-Changer for Learning to Pass Along to Teachers
School opened this fall with students learning in a variety of settings and under multiple conditions. Some settings are long familiar to educators and students. Others have emerged in recent months in response to the need to maintain safe and sustainable distances and reduce exposure to the virus. Yet, regardless of the location and setting in which education occurs, we want to be certain that students learn and succeed.
Of course, educators will rely mostly on the strategies and techniques they have known to be effective in the past. Some will continue to produce expected results. Others will fall short when applied in a virtual/hybrid setting or another novel context.
Yet, there is new research published this past June by the Proceedings of the National Academy of Sciences that holds the potential to lift the performance of students across physical settings and disciplines without regard to past performance. The construct, known as strategic mindset, draws on what we already know about metacognition—thinking about and being aware of our thinking—and applies these skills in strategic ways.
The team of researchers, including Carol Dweck of Growth Mindset fame, demonstrated that learners who employed a strategic mindset were significantly better able to solve problems, reach goals, and improve performance over those who might rely on intelligence, persistence, or experience alone. Equally important, a strategic mindset appears to be effective across a variety of applications and life functions.
The construct involves people asking themselves questions about their work, learning, problem solving and other challenges to improve efficiency and effectiveness. Questions such as “Is there another way to do this better?” “How else can I do this?” and “What can I do to help myself?” can build consciousness about the challenge or goal and open new paths and strategies to achieve success.
The research demonstrated the effectiveness of employing a strategic mindset across diverse endeavors such as professional, education, health, and fitness goals. In fact, the researchers documented significant differences in performance even when results were controlled for intelligence.
Even more important, researchers demonstrated that a strategic mindset can be taught. In fact, positive effects were demonstrated with as little “priming” as having participants read about the construct and how it can be applied to learning and goal attainment.
If you are curious about the application of a strategic mindset and whether you have one, the team of researchers developed a questionnaire you can take to find out. Rate yourself on the following statements using a scale of 1 (never) to 5 (all the time):
When you are stuck on something, how often do you ask yourself: “What are things I can do to help myself?”
1 2 3 4
5
Whenever you feel like you are not making progress, how often do you ask yourself: “Is there a better way of doing this?”
1 2 3 4
5
Whenever you feel frustrated with something, how often do you ask yourself: “How can I do this better?”
1 2 3 4
5
In moments when you feel challenged, how often do you ask yourself: “What are things I can do to make myself better at this?”
1 2 3 4
5
When you are struggling with something, how often do you ask yourself: “What can I do to help myself?”
1 2 3 4
5
Whenever something feels difficult, how often do you ask yourself: “What can I do to get better at this?”
1 2 3 4
5
The higher you score, the more likely you are to have a strategic mindset. If you want to improve, make it a habit to ask yourself these questions whenever you face a challenge, engage in a difficult task, or want to achieve a goal.
The biggest benefit: Regardless of the learning context within which your students find themselves, using these questions to focus their attention can make a difference. With practice, students will soon develop additional learning and progress strategies that lead to improved learning and better goal attainment.
Source:
Chen, P., Powers, J. T., Katragadda, K. R., Cohen, G. L., and Dweck, C. S. (2020) A strategic mindset: An orientation toward strategic behavior during goal pursuit. Proceedings of the National Academy of Sciences, 117(25), 14066-14072. https://doi.org/10.1073/pnas.2002529117