Finding Hope in School

As a fifth-grade student entering a new school, I had become accustomed to change, having attended four different schools before my current one. Shy and reserved, I often tried to fade into the background. While I found happiness at home with my family, school didn’t always bring the same joy. However, I felt an unexpected sense of belonging upon arriving at my new school in a small town. Both my teachers and peers welcomed me warmly, creating an atmosphere of acceptance. Indeed, the entire town seemed to embrace my family and me. As days passed, I found myself laughing freely, engaging in conversations, and enjoying newfound friendships. In those moments of camaraderie, I imagined a future brimming with endless possibilities. I felt comfortable trying new ventures at school and was successful in my efforts. With each passing day, my confidence blossomed, and my once-quiet spirit began to shine brightly. I had found a place where I could thrive and hold hope for a bright future. Today, a loneliness epidemic 1 among children and youth emphasizes the need to cultivate connections to help students maintain a positive outlook on their future.

Understanding ways to foster hope in students is imperative, given its significant role in their well-being. 

Students with high levels of hope envision a bright future and understand their part in realizing their aspirations. As a psychological strength, hope is linked to academic achievement,2,3,4 enhanced athletic performance,5 school engagement,2,6, 7 as well as physical and mental well-being,8 to name a few.

How is hope fostered in schools?

A fundamental concept of the science of hope is that it’s grounded in connections with others. A study involving middle and high school students examined the impact of belonging and connectedness on fostering hope.9 The results of a multiple regression yielded statistically significant findings [F (3, 141) = 28.752; p < .001], indicating that a sense of belonging, connectedness with a friend, and connectedness with a teacher or other adult at school served as predictors of hope. This means that students who feel like they belong at school and believe that they have a friend and adult they can rely on if needed have higher levels of hope.

Hope unequivocally occurs in connection with others. Belonging entails a student experiencing genuine acceptance and having positive relationships with peers, teachers, and other adults in their school community. This sense of connection and belonging is a protective factor10,11 and provides the groundwork for hope-centered thinking. When youth feel confident in their social connections, they can envision a positive future and set goals. It is invaluable to have a supportive friend to provide encouragement, feedback, and cheer them on. Teachers provide another support layer by believing in their students, holding them accountable, and offering guidance. These relationships provide support, resources, and inspiration and cultivate a positive environment where hope flourishes and a ripple effect is observed. It’s easier to dream big when others share ambitious aspirations, plan for the future when encouraged, and seek support when it’s a cultural norm within the community. 

I vividly recall a moment in fifth grade when I was surrounded by friends, laughing wildly, and enjoying the spotlight. It was then that I recognized that I wasn’t reserved at all; in fact, I was extroverted and loud. All I needed to flourish was a community where I belonged. I credit those years to holding many of my core childhood memories and instilling the confidence that my future was bright. It makes me wonder how many students are awaiting a sense of belonging and connection with others to thrive and have hope for the future. 

Now Make it Personal

Today, more than ever, students need meaningful connections and a deep sense of belonging. If you work with students, you can be a part of making this happen. Here's how:

1. Build positive relationships with students, teachers, and staff. Greet students by name and show interest in their lives.
2. Establish a classroom setting that nurtures friendship and mutual support among students and provides opportunities for students to connect.
3. Invite students to share their goals with you and their peers. Model how to give encouragement and provide constructive feedback. Indeed. hope is a mindset and can become part of your school culture. 

References

1.  Office of the Surgeon General (OSG). (2023). Our Epidemic of Loneliness and Isolation: The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and Community. US Department of Health and Human Services.
2. Bryce, C.I., Alexander, B.L., Fraser, A.M., & Fabes, R.A. (2020) Dimensions of hope in adolescence: Relations to academic functioning and well‐being. Psychology in the Schools, 57:171–190. https://doi.org/10.1002/pits.22311
3. Marques, S. C., Gallagher, M. W., & Lopez, S. J. (2017). Hope‐and academic‐related outcomes: A meta‐analysis. School Mental Health: A Multidisciplinary Research and Practice Journal, 9(3), 250–262. https://doi.org/10.1007/s12310-017-9212-9
4. Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Ribinstein, H., & Stahl, K. J. (1997). The development and validation of the Children's Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
5. Rand, K., & Cheavens, J. (2012). Hope theory. The Oxford Handbook of Positive Psychology, (2 Ed.). 10.1093/oxfordhb/9780195187243.013.0030.
6. Dixson, D.D. (2019) Hope into action: How clusters of hope relate to success‐oriented behavior in school. Psychology in Schools, 56:1493–1511. https://doi.org/10.1002/pits.22299 
7.  Van Ryzin, M. J. (2011). Protective factors at school: Reciprocal effects among adolescents’ perceptions of the school environment, engagement in learning, and hope. Journal of Youth and Adolescence, 40(12), 1568–1580.
8. Long, K. N.G., Kim, E. S., Chen, Y., Wilson, M. F., Worthington E.L., & VanderWeele, T. J. (2020). The role of Hope in subsequent health and well-being for older adults: An outcome-wide longitudinal approach. Global Epidemiology, 2, https://doi.org/10.1016/j.gloepi.2020.100018.
9.  Muilenburg-Trevino, E. M. (2020). The Impact of a Sense of Belonging and Connectedness on Student Hope. Hope Research Center, University of Oklahoma.
10. Barber, B. K., & Schluterman, J. M. (2008). Connectedness in the lives of children and adolescents: A call for greater conceptual clarity. Journal of Adolescent Health, 43(3), 209–216. https://doi.org/10.1016/j.jadohealth.2008.01.012
11. Witherspoon, D., Schotland, M., Way, N., & Hughes, D. (2009). Connecting the dots: How connectedness to multiple contexts influences the psychological and academic adjustment of urban youth. Applied Developmental Science, 13(4), 199–216. https://doi.org/10.1080/10888690903288755

Photo by Yan Krukau