Educators as agents of hope

One of the most devastating effects of the COVID-19 pandemic is the increasing hopelessness and despair experienced by many students, especially those living in poverty where the lack of resources prevents them from accessing high-quality learning, health care, and social programs. Bruce Barnett des...

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Bibliographic Details
Published inPhi Delta Kappan Vol. 103; no. 7; pp. 38 - 42
Main Author Barnett, Bruce
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2022
Phi Delta Kappa
Subjects
Access to Education
Access to Health Care
At Risk Students
Children
Community Involvement
COVID-19
Educational activities
Educational Environment
Educational leadership
Educational psychology
Goal Orientation
Learning
Low income groups
Pandemics
Personal Autonomy
Poverty
Principals
School principals
Students
Teachers
Well Being
agency
teachers
students
helplessness
principals
hope
deficit thinking
goals
asset-based
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Summary:One of the most devastating effects of the COVID-19 pandemic is the increasing hopelessness and despair experienced by many students, especially those living in poverty where the lack of resources prevents them from accessing high-quality learning, health care, and social programs. Bruce Barnett describes the enormity of the problems associated with the growing hopelessness of our school-age children, some of the factors affecting students’ levels of hope, the unique role principals play in fostering hope in schools, and the skills and mindsets educators need to instill hope. This article includes examples of classroom activities that can help students become more hopeful and discusses the need for educators to become more hopeful about what students can accomplish.
ISSN:0031-7217
1940-6487
DOI:10.1177/00317217221092233