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Seven Strategies to Help Students Fight Test Anxiety

It’s here again, that time of the school year when we face those high-stakes cumulative assessments. We want our students to do their best, so we spend time helping them to review, refresh, and renew what they have learned. We might have students engage in self-assessments, review portfolios, make flashcards, create mind maps, or tap other strategies they find helpful. More formally, we can even share test-taking strategies and have students take practice tests.

Despite our instructional preparation, though, students’ mental and emotional states can have as much impact on their test performance as the academic knowledge and skills they possess. The truth is that when students feel anxious or overwhelmed with stress and as such are unable to focus, they may not perform at a level that reflects what they actually know and can do.

Fortunately, there are several tools we can share with students to help them monitor and control much of the stress and anxiety they may experience. Here are seven tried-and-true strategies students are likely to find helpful.

Alleviate anxiety. When anxiety grows, students can experience a fight-flight-freeze response. They may become so preoccupied that thinking becomes almost impossible. One of the simplest and most effective ways to counter anxiety is deep breathing. For example, we might coach students to inhale slowly for 4 seconds, exhale slowly for 6 seconds, and repeat for 30-60 seconds. As students slowly exhale, they are likely to find that their body and mind shift to a calmer state.

Reframe stress. Stress can have a positive or negative impact on performance. The impact of stress is heavily influenced by how it is viewed. Healthy levels of stress can sharpen focus, elevate awareness, and help memory retrieval. On the other hand, stress can lead to a freeze response in the brain, which makes it difficult or impossible for a person to think clearly and do the things they need to do. Yet, nervousness is just a signal that something important is about to happen. We can coach students to mentally reframe anxiety and stress as simple energy rather than risk or danger. They might think of stress as a signal that their mind and body are getting ready to perform.

Focus on controllables. We might remind students that despite not being able to predict or control the questions they will have to answer and tasks they will be expected to complete, there is much they can and do control: They control the effort they invest, the strategies they will rely on, and the areas on which to focus their attention as they prepare. While they may not know the outcome in advance, they can control the processes that will determine the outcome. Often, just gaining a sense of control is enough to instill confidence and reduce the stress of high-stakes testing.

Flush mistakes. Athletes are taught that when they make a mistake or something goes wrong, they need to immediately let go of what happened and focus on moving forward. Success is more likely to be determined by what students do following their mistakes than by the mistakes themselves. Everyone makes mistakes. The key is to recover quickly. We can coach students to accept what happened, refocus, and keep moving. The sooner students refocus, the better they will perform.

Challenge catastrophic thinking. High-stakes tests can trigger exaggerated fears, even among students who are likely to do well. They can worry that their life will be over if they do not do well, or that everyone else will do better and they will be embarrassed and look bad. Often, just having students consider the worst that can happen and what the most likely outcome is can help them be more realistic and regain perspective.

Practice visualization. Having students visualize the test and how they will engage can help them to rehearse success. Visualization can build confidence and push against anxiety. High-performing athletes and professionals regularly practice visualization to prepare for competition and manage stressful situations. As examples, we might have students visualize calmly opening the test, looking for questions to which they already know the answers, and working calmly and steadily through the test.

Create a plan. Having a plan for when students feel stuck can be a great way to help them avoid panicking and making the situation worse. For example, we might coach students to pause and take a breath, read the question again to see if any clues or ideas surface, mark the question so they can come back to it, and move on to the next question. Getting stuck may happen, but staying stuck is not inevitable.

Finally, we can assure students that no single test defines who they are or the potential they possess. A test may capture what students know about something on a particular day, but they are not determiners of the future. The future remains in the hands of students and what they choose to do with it.

March 27, 2026

Six “Never Do’s” Educators Should Never Do

The idea of “never doing” some things as being crucial to our path to success and satisfaction may seem counterintuitive. Certainly, we typically think of “doing more” and “doing better” as paths to flourishing as a professional. Yet, achieving success has as much to do with what we choose not to do as what we choose to do.

In fact, refusing to engage in many actions can be the key to not only having a greater impact on the success of our students, but it can also leave us healthier, happier, and with more energy than we might imagine to be possible. Need more convincing? Try these six “never do’s” and reap the rewards.

Never work harder than your students. Learning results from engagement, effort, reflection, questioning, and connecting. These are not actions we can perform for students, but we can plan activities that position students to take an active role in their learning. Our job is to design the work that students will do and that will engage them in ways that learning results. When we do, not only will students learn more, but they will also remember it longer. The truth is that the person in the classroom who is learning the most is the person who is working the hardest. That person should not be us.

Never hold on to strategies that no longer work. We sometimes have “go to” strategies and techniques that early in our career or even a year ago seemed to work, but for some reason they are not effective with our current group of students. Obviously, there can be many reasons why what used to work no longer does. The nature of our students may have changed, or their needs may have changed. It also might be that our expectations have changed. We may have different expectations for the impact or a shift in our approach. Consequently, what used to fit no longer does. We might find that we can adjust the strategy to regain the impact we used to see, or it may be time to let go and look for a better way to achieve the outcome we need and expect.

Never expect perfection from yourself or your students. Schools are places for learning, and mistakes, revisions, and improvement are hallmarks of the learning process. When performance is error-free, it is time to seek out the next challenge. When students struggle and require multiple attempts, we are watching learning in action. Perfection is a sign that it is time to move to the next level of learning. Likewise, when we revise our thinking and adjust our instruction in the presence of students, we are demonstrating our learning. When our instruction becomes error free, it is time to take some risks and try some new strategies and approaches that will challenge us, even if it means what our work will be less than perfect.

Never sacrifice your health and well-being as though doing so is are a badge of honor. Mental and physical health are crucial to our ability to give students what they need and to sustain our professional role. We gain little if we allow our work to overwhelm our lives. Becoming ill, constantly exhausted, and worn down does little to improve the quality of our work or provide high-level support for our students. The truth is that balancing work and personal time, maintaining reasonable boundaries, and prioritizing recovery are hallmarks of high performers.

Never stop learning. Much of teaching involves routines. They are important to creating efficiency and predictability, but they can become traps that lead to complacency. They can get in the way of our continuing to learn, improving our practice, and tapping our creativity. Of course, learning does not always have to involve taking courses and earning degrees, although they can be useful. Committing to making small adjustments, trying one new thing, taking responsible risks, and remaining curious can make a huge difference in our success and satisfaction, if practiced consistently over time.

Never confuse your title with your worth. In our world, some occupations have more social status than others. Today, education and teaching are not given high compensation and unrestrained respect. Yet it is extremely important work with the potential for great impact on our students and our society. The work we do, how we do it, and the impact we can have on young people’s lives is not just worthy work; it can be life changing. Regardless of the specific role we have, our worth is determined by the investment we make, the differences our work has on the lives of our students, and the greater good education and learning create for society. The value and respect society assigns to education and teaching as a role are far less important than the worth our work creates for all involved.

There are many tasks and responsibilities with which we must engage to be successful with our students and in our profession. However, we also need to give our attention to the actions we need to avoid if we want to achieve and sustain our success and enjoy the satisfaction our work can offer.

February 24, 2026

Three Tools to Regain Control: Routine, Rituals, and Regimen

This is a time of year that can be chaotic, unpredictable, and stressful. Feeling as though we are “on top” of what we want to accomplish and what is expected of us can be a special challenge. We need some dependable, predictable, and workable strategies to help us to make sense of our world and gain confidence that we can build and sustain momentum to carry us through.

Fortunately, there are some easily accessible strategies and frameworks we can adopt and practice to help us feel and be more in control. We might think of them as mental “software” to help us to perform tasks, manage time, derive meaning, and experience connections. Importantly, they are based in neuroscience. They offer ways to help our brains manage the myriad tasks, expectations, and challenges that comprise our lives.

These three life hacks can make a significant difference in how we approach our days and the significance and success we derive from them. We know them as routines, rituals, and regimen. Let’s explore each of these tools and how we can employ them to make our lives better.

Routines help us to be more efficient. They create predictability in starting our day, beginning class, or taking attendance and handling administrative tasks. Routines can save us time, energy, and attention. They are intended to prevent us from having to plan and manage new behaviors and action sequences unless there is a specific need to do so. They help to speed up processes and preserve time and energy for other useful activities. Routines add value to our personal and professional lives because they create efficiency, but they are not designed to create inspiration or stimulate growth.

Rituals provide readiness, meaning, and inspiration. Like routines, rituals offer predictability, but they represent more than efficiency. Rituals are practiced with intention. We engage in rituals to create meaning, trust, and readiness. They symbolize something important to us. We might begin our day with an inspirational reading, reflecting on what we want to accomplish, or connecting with a friend or family member. When arriving at work, we might engage in the ritual of greeting colleagues, securing a cup of coffee, or sitting quietly to prepare for the day. They can program our brains for resilience, clarity, and connections. Rituals are designed to connect and focus, and for us to be open to inspiration.

Regimens are designed to produce growth. Practicing regimens helps us to improve in specific areas of focus. They involve discipline and growth. Often a sequence of actions, they are intended to move us progressively toward a desired outcome, such as improving a skill, honing a practice, or building expertise. Regimens often are not comfortable like routines and rituals, but they share characteristics such as repetition, consistency, and predictability. Personally, we might adopt an exercise regimen to build strength or engage in a walking regimen to build stamina. Professionally, we might engage in a regimen to refine feedback practices, build a new instructional strategy, or improve our classroom management. Regimens involve consistency, feedback, focus, and patience to become more proficient rather than to become more efficient or find inspiration.

Considerations:

Together, routines, rituals, and regimens help us to become more intentional and in control.
All three can reduce our stress and provide order and structure to our lives.
Each of the tools serves a unique purpose. Misapplication can create confusion and frustration.
When we hurry through rituals or lose focus, they can lose their meaning and revert to being routines.
Rituals require emotional investment, while regimens require intellectual and physical investment.
When regimens are treated as routines, they can lose their ability to support improvement.
Adopting more routines can increase efficiency, but adding regimens can create overload.

Finding balance, creating efficiency, being productive, and finding inspiration are crucial components of personal satisfaction and professional success. By tapping routines to gain stability, adopting rituals to find purpose, and following regimens to achieve progress, we can gain the control we seek and enjoy the success we deserve.

January 28, 2026

Shift from Reactive to Proactive with Focus Time

We face endless competition for our time. Whether teacher or administrator, we can spend our days assessing, reacting, and managing what is happening around us. Our time can be filled with responding to questions, issues, and circumstances. While these are important aspects of our professional lives, they can leave us preoccupied with surface issues. They distract us from reflecting, sense making, and planning while sapping our creativity.

For most of us, this pattern is not satisfactory and may not be sustainable. We seek greater control, more opportunities to shape and create, and greater impact from our efforts. Our challenge is to move from being reactive to proactive, and from routinely reapplying past behavior to designing new, more creative and effective actions.

For teachers, this can mean having time to think deeply about reoccurring classroom management challenges, ways to add creativity to lesson designs, building better rubrics, and planning beyond the next few days. For principals and other administrators, focus time might mean stepping back to analyze patterns of student behavior, making the case for and building commitment to a new initiative, or planning the best approach to a difficult conversation. Of course, these lists could go on.

Fortunately, the answer may be less daunting, energy draining, and time consuming than we think. Many professionals, inside education and beyond, have found the practice of creating and engaging in focus time to be an effective—even game changing practice.

Focus time can help us to step back from urgent tasks and reacting to our environment while spending high value time thinking, reflecting, and planning. We might think of focus time as the next level of time management. Instead of managing minutes, we are managing mental energy. Consistent practice of focus time can help us to engage in greater depth of thinking, create clearer priorities, and increase our productivity. If this shift sounds as though it might be helpful to you, here are some guidelines to consider:

Commit to focus time. The good news is that focus time does not have to be lengthy. In fact, as little as 10-20 minutes can produce amazing results once we have established a structure and routine to shift our attention and ready our brains to engage.
Find time that can be protected. For some people, the first half-hour of the day before students and other staff arrive works best. For others, the end of the day is better. Teachers might designate a portion of prep time for deep planning. Principals might choose a block of time immediately after school starts when most everyone is occupied with getting the day underway or find another time of the day when interruptions can be minimized.
Identify potential focus topics. We might keep a list of ideas, challenges, and issues that would benefit from deeper thinking and more creative and effective approaches. Once we think of a potential topic, our brain will continue to work on the issue, often surfacing additional observations and insights for reflection and consideration.
Create a routine. To the extent possible, clear unrelated materials from workspace, close email, and silence phones and watches. Let go of any mental distractions and focus on a single goal for the session.
Arrange access to helpful resources. Depending on the topic of your focus time, you might have notes you made in preparation for your session, data on recent trends or incidents, previous lesson plans, ideas from colleagues, or other artifacts.
Capture ideas and thoughts. Allow yourself to reflect, explore, and ideate. Avoid placing constraints on possibilities at this point. Jot notes to retain insights and possibilities.
Make a list of next steps. We may need to consult a colleague for more information. We may need to work out additional details and arrange schedules. We may even need to return to the topic for more focus after working out aspects and determining implications.
Protect focus time. Resist letting go of the time you designate, despite competing demands. Focus time is most effective when practiced consistently and frequently. Over time, our brains will recognize the routine and make the time even more productive.
Share and celebrate results. Share new insights and ideas with colleagues. Celebrate small wins and productive outcomes from focus time. Consider keeping a log of new ideas and creative approaches discovered through this practice. Paying attention to results can be a great stimulus to continue protecting and engaging in focus time.

Focus time can be a great way to shift our minds toward creativity and productivity. It can also be a great reminder that we have much to contribute. Try implementing focus time into your day and see what it can do for you.

January 15, 2026

How to Recapture Your Mental Energy with Deep Thinking

We live in a world that values speed, seeks easy answers, and accepts superficial thinking. Too often, we find ourselves scanning, skimming, and scrolling rather than listening, reflecting, and contemplating. We can feel as though we are on a treadmill of see, react, and act, rather than observe, reflect, discover, choose, plan, and engage. The latter requires taking time to think deeply and act purposefully.

Thinking is our most valuable skill. It is what makes us uniquely human. Deep thinking offers benefits that are both intellectual and personal. Deep thinking ignites creativity, builds empathy and self-awareness, and strengthens decision-making. Deep thinking can result in new insights, novel ideas, and useful solutions. It can help us to break out of unproductive cycles of thought and behavior. Deep thinking rewards patience and renews energy and strengthens and lengthens our ability to focus.

Our world, unfortunately, too often encourages surface engagement rather than deep thinking. It prioritizes emotional reaction over reasoning, stimulation over stillness, efficiency over substance, and comfort over complexity. These are formidable forces that push against deliberate, patient, deep thinking.

Admittedly, deep thinking is not always easy. Deep thinking requires us to protect time to engage, it calls for focus and quieting our minds, and for allowing ourselves to be curious. Deep thinking is a skill and discipline. Deep thinking calls for us to slow down and stay with questions. It can be awkward at first, but with practice it becomes a reinforcing and rewarding experience.

So, what are some strategies we can employ to build our skill and practice deep thinking? Here are seven strategies to get started:

Set aside time specifically to think. As little as 10-15 minutes can be a good start. As we practice thinking, we can build toward longer thinking periods. However, we need quiet and to be free from screens, tasks, and other distractions.
Select a focus. We might consider a question that has been on our minds, a problem we are trying to solve, or an idea that needs further development.
Practice “slow looking.” We might consider an issue from different perspectives. How might someone else see the situation? Reflect on the “big picture” and follow by focusing on details. We can resist quick answers and stay with questions as long as we are able.
Be patient with complexity, ambiguity, and uncertainty. New insights and ideas often surface from what may not be clear and obvious. Being curious and allowing our thinking to explore possibilities can uncover important elements and options that otherwise would go unnoticed and ignored.
Make thinking a habit. Occasional periods of thinking can be useful, but making deep thinking a regular part of daily or weekly routines can lead to bigger breakthroughs, more and better ideas, and greater self-awareness and confidence.
Keep a thinking log. Make notes of ideas, possibilities, questions, and issues about which you want to think more deeply. Life moves quickly. We need to capture what we can as it happens so that we can reflect and consider options and implications with care and focus.
Write about your thinking. Writing can be a powerful tool to organize, explore, and memorialize our thinking. Keeping a journal might be useful. Even a blog—regardless of whether it is published—can be a helpful way to create purpose and value in your thinking.

Deep thinking asks us to prioritize our time, be curious, and practice courage. The benefits can be powerful as we discover new insights about ourselves, our work, and our world. We become more comfortable with uncertainty, more confident in our ability to understand and influence our environment, and more empathetic toward others in our lives.

December 29, 2025

Small Shifts with Big Impact: 5 Resolutions Worth Keeping

This is a time when we often consider making resolutions for the coming year. These resolutions are aspirational, reflecting our hopes and intentions for the months ahead. Unfortunately, they are also often short-lived. Resolutions can require new skills, significant life changes, and relationship adjustments. They may even mean giving up things with which we are familiar and enjoy. Consequently, within the first month or two of the new year, most resolutions have gone by the wayside.

Nevertheless, there may be changes to make and goals to achieve in the coming year that are worth our time and effort. The key is to choose carefully, focus on what can help us make progress towards who we want to be, and be ready to follow through. Of course, it helps if our resolutions do not require significant new commitments of time, new skills, or abandonment of long practiced habits.

If this situation sounds familiar, you have good news. There are meaningful resolutions you can make that do not come with significant new time commitments but pay big dividends. They do not require new skills or new habits that would be difficult to sustain. Equally important, these resolutions offer significant and sustained benefits when practiced regularly. Consider these five options that you can start today and enjoy their benefits now and throughout the new year.

Resolution #1: I will be curious.

Curiosity is an attitude as much as a behavior. Being curious positions us to pay attention, ask questions, and explore what may be new or unique. Remaining curious can be a powerful way to help us to better understand and evaluate new ideas we encounter. Curiosity can help us build relationships with others. Curiosity can even be an effective strategy for resolving conflicts we encounter. It can also be the door to continuous learning and growth.

Resolution #2: I will assume positive intentions.

When something unfortunate happens, we observe negative behavior, or are confused by what someone says, we have a choice to make. We might assume that someone intended to create a problem, behave badly, or their words were intended to hurt. Alternatively, we can assume that there may be more to the situation than we know and there is a legitimate reason for what someone said or did. The choice may matter more than we realize. When we assume negative intentions, we search for responsibility and blame. The result too often is unproductive, negative, and hurtful. When we learn the full story, we may even find ourselves apologizing for what we assumed. Assuming positive intentions, on the other hand, allows us to explore and gain understanding before deciding what to think and how to respond. Assuming positive intentions builds trust and promotes understanding—two helpful connections for the coming year.

Resolution #3: I will notice and celebrate small wins.

Small wins happen around us more often than we might realize—unless we are paying attention. In the aftermath of a resolved problem, a settled conflict, or completed task, we might quickly turn to the next issue or challenge and move on. Yet, small wins can be the fuel that keeps our energy flowing and our spirits high. Further, when we notice and celebrate small wins, they can grow and become much larger wins. Small wins can be momentum builders and confidence reinforcers. They are worth noticing and celebrating.

Resolution #4: I will be grateful.

Much like noticing and celebrating small wins, paying attention to what we should be grateful for and appreciating people who are important to us can be a powerful counterweight to what might otherwise drag us down. Incorporating gratitude into daily or weekly journaling, reflecting as we begin or end the day, or purposefully sharing gratitude in our conversations can make a surprisingly positive difference in our attitude and how we experience life. Reflecting on what is good in our lives and being thankful for people who support and love us does not have to be time consuming, but it can be life renewing.

Resolution #5: I will practice work-life balance.

There is almost always more work that could be done. We might do more planning. We might rework or tweak a project, or maybe just worry about a colleague or student. The list could go on. Finding work-life balance can become more of an art than science. But placing reasonable boundaries around work hours, setting priorities, taking regular breaks, and protecting time for family, recreation, and other personal activities can be the key to sustaining our energy, remaining motivated, and maintaining our sanity.

While these resolutions do not ask us to change major elements of our lives, they yield the greatest results when practiced regularly. With just a few weeks of practice, they can shift how we engage with others, shape our attitudes, and improve how we experience life.

December 15, 2025

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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How to Be a Light for Someone This Season

During this time of the year, the days are shorter and natural light is present for fewer hours. Yet, this month is still known as the season of lights; we hang lights, decorate with lights, celebrate with lights, and marvel at the beauty lights can project. At a time when we cannot necessarily depend on light from natural sources, we create, display, and share light to brighten our lives and the lives of others.

When light is scarce, we are keener to celebrate its presence. In fact, light at this time of year does not just seem to shine brighter, it travels farther. Light that might be barely noticeable in bright sunshine can be a penetrating beacon during a dark night. We notice it more and are drawn to it. The greater the darkness, the greater the impact light has on and in our lives.

Of course, this phenomenon is not just physical. A similar relationship exists emotionally and psychologically. When life feels darkest—when we experience disappointment, endure depression, and experience sadness—we appreciate the “light” that people around us bring, share, and ignite in our lives.

Amid the celebrations that accompany this holiday season, we do well to consider the light we can offer to and inspire in the lives of those around us: students, colleagues, friends, family, and others with whom our lives intersect. The good news is that bringing light into the lives of others does not have to be a big event nor does it require excessive effort. Often a little thought, some awareness, and a measure of attention are all that is required to brighten the day of someone who is experiencing emotional darkness. Here are a few examples to consider and build on:

Noticing. Taking a few seconds to go beyond generic greetings to make eye contact, checking on someone’s day, inquiring about their plans, or just wishing them a good evening can be all that it takes to remind someone that they are noticed and they matter.
Understanding. Spending a few minutes just listening and seeking to understand can be a gift that means more than we might imagine. Being genuinely heard can be a special gift.
Encouraging. Just a few words assuring someone that “they’ve got this,” they have what it takes to make it through, or that you are behind them can be enough for them persist and overcome what they face.
Giving. Offering to help with a task or project, sharing resources, or just showing up with a cup of coffee can lighten an emotional load and make the day of someone who is feeling overwhelmed or struggling to keep going.
Thanking. Letting someone know that we appreciate them, we are grateful to have them in our lives or are thankful for something they have done can make their day and lift their spirit.
Caring. Knowing someone cares can feel like a lifeline in times of loneliness and isolation. Remembering to check in, stop by, or otherwise reach out and be there for someone can be all that it takes to make a difference.

There is a quote: “The best things in life are not things.” We can become caught up in the “things” of the holidays and forget that what may matter most to the people in our lives is what we are to them, not the things we give to them. Equally important, when we bring light into the lives of others, our lives feel brighter too.

December 11, 2025

7 Ways to Manage the Holiday Rush Before It Manages You

The holidays and much anticipated winter break will soon be upon us. The pace will quicken, distractions will increase, and expectations will grow to have everything completed and perfect. Yet, the number of hours in the day will remain the same.

If we do nothing to anticipate, plan, and manage what lies ahead, we can expect our sense of pressure, stress and frustration to grow. The likelihood of us feeling overwhelmed is high. However, there are several steps we can take to make the season manageable, even enjoyable. Consider these seven “R’s” for remaining sane and in control as you develop plans and decide how you will manage in the days ahead.

Rely on daily and weekly routines.

We can be tempted to loosen or even abandon daily routines in the face of special activities, rehearsals, and other holiday related activities. However, for many students, daily routines are what keep them focused and in control of their emotions and behavior. Students are accustomed to a sequence of activities and knowing what comes next. Varying from routines can invite lack of focus, off task behavior, and even loss of emotional control, especially for young students. Maintaining as much of our daily and weekly routines as practical can serve students and us well.

Revisit behavior expectations.

Even though we spent time and effort to establish expectations early in the year and we have reinforced them as the year has unfolded, now is a good time to revisit our expectations and any expectations we developed with the input and participation of students. We might reinforce the importance of remaining focused despite the excitement and distractions that come with the season. We can also remind students that respect and responsibility are always in season.

Remain focused on learning.

Students are more likely to remain engaged if we continue to present them with content and learning activities that are challenging, engaging, and relevant. We might borrow themes and topics that are relevant to the season, but engaging students in worthwhile learning activities can prevent many of the common challenges associated with holidays and school breaks.

Reorganize and sequence major tasks and responsibilities.

We also need to give attention to our personal and professional workload and manage it strategically. We might establish due dates for major projects a week or two in advance of the final push to the break so that we can finish grading before the final rush overwhelms us. We might plan activities that have students reviewing and providing feedback on each other’s work rather than demanding excessive attention from us. We also need to pay attention to tasks and responsibilities we have apart from work and how we can sequence and balance them to preserve our time, energy, and attention. We need to remember that the level of pressure and stress we feel also has an impact on student attention and behavior. One thing is certain: If we fail to manage activities and responsibilities, they will pile up and start to manage us.

Rally with colleagues.

We do not have to create, plan, and carry out every task and activity on our own. Now is a great time to collaborate with coworkers to design projects, share resources, and lend a hand in other ways. Choosing to share the load can make everyone’s life easier and the work more fun.

Relax and be flexible.

We know that at this time of year not everything will go as planned. There will be distractions, surprises, and interruptions. Expecting perfection is a recipe for frustration and stress. We can let go of what we cannot control, offer forgiveness for others’ lack of planning, and expect that not all communication will be timely and complete. In short: Go with the flow and try to enjoy the ride.

Reserve time for yourself.

We cannot be our best selves and do our best work when we feel exhausted and overwhelmed. Choosing to spend time with family and friends, maintaining an exercise routine, and getting enough sleep can give us the energy and motivation we need to keep going and remain present through all the chaos the holidays and upcoming break bring. We need to take care of ourselves if we hope to be ready to take care of others.

The holiday season is a time of excitement and anticipation. The upcoming winter break promises time to relax and unwind. However, the days and weeks leading up to these anticipated experiences can be filled with unrealistic expectations and pressure. Now is a good time to anticipate, prepare, be ready to manage what lies ahead.

December 04, 2025

Four Elements That Drive Unshakable Resilience

We might think of resilience as the ability to tolerate and survive adversity. Finding our way through difficult times is important. However, framing resilience as just getting by can lead us to ignore important dimensions and opportunities often found in adverse and challenging circumstances whether we are a teacher, administrator, or other member of the school team.

Resilience does not have to be a means to get past or get through difficult experiences. It can be the strategy we use to transform how we see our circumstances, discover opportunities within adversity, and a means to resurface with even more confidence and competence as a person and as a professional.

Rather than seeing resilience as solely the capacity to respond, we might think of it as a strategy for reframing our thinking and choosing our response. In fact, we might think of resilience as powered by four factors over which we have control, attitude, gratitude, fortitude, and aptitude. Let’s unpack these four factors and examine how they can shift our thinking and empower us to come back stronger after negative experiences, challenging circumstances, or adverse conditions.

Our attitude empowers our resilience. Attitude is a choice. It is the mindset we bring to life’s challenges. Our attitude is our interpretation of what we face and the story we tell ourselves about what is real and what is possible. When we choose a positive, “can do” attitude we do not deny difficulty. Instead, we open the possibility for growth and opportunity. Our attitude can be the difference between what we see as a dead end and what we perceive as a temporary detour. Our attitude can reframe the setbacks we experience as problems to solve and lessons to learn rather than personal or professional failures.

Our gratitude grounds our resilience. Gratitude helps us to appreciate what we have even when we may not have or be experiencing what we want. Gratitude helps us to remain balanced when not everything is going our way. Gratitude supports and preserves our relationships despite pressure and strain. When we are grateful, we can find silver linings in the face of difficulty without being naïve or dismissing the difficulties we confront. Gratitude helps us to maintain hope and prepares us to bounce back as circumstances change.

Our fortitude drives our resilience. Fortitude is the grit to act despite difficulty. Fortitude is the willpower to persist despite pressure, barriers, and setbacks. Fortitude keeps us going when our motivation dips and our energy ebbs. Fortitude can be as simple as deciding to keep walking and working despite the detours and distractions we face. Fortitude is focusing on next steps and doable actions that will move us forward, even if it is a small amount.

Our aptitude defines and draws on the skills we need to build our resilience. Resilience is not just an emotional response. Resilience involves gaining an objective understanding. Resilience is solving problems and finding answers. Resilience is leveraging our strengths, being smart in the effort and strategies we deploy, and accessing the resources available to us. Resilience is made up of skills we can learn and hone. Difficult times can be rich opportunities for learning, skill-building, and practice. Our aptitude for resilience is built on knowing ourselves, building our confidence, and honing our competence.

We can choose to see hope and possibility in the circumstances we face. We can continue to appreciate what we have even when what we want may be difficult to achieve. We can choose to act and persist even when circumstances challenge us. And we can use the adversity we face to define the skills we need, build the capacity to succeed, and emerge stronger, wiser, and ready to lead.

October 23, 2025

Need to Vent? Here Are Some Things to Consider

Venting of emotions is much like the release valve on a pressure cooker. Without venting, our crankiness and crabbiness build, collaboration suffers, and conflicts grow more frequent and intense. Releasing frustration and emotional pressure can keep our emotions from spilling over, leading to meltdowns, and eventually burning out.

The sources of frustration, pressure, or distraction can vary. We may just be having a bad day. Someone who knows how to “push our buttons” may be pushing them. We may be struggling to implement a new classroom routine or employ a new strategy. Regardless, we need to let off some emotional steam. Holding it in may work for a while, but holding in frustration can create even more problems.

When we need to vent, it usually is best to find an opportunity and an outlet. Here are some options to consider:

Seek out a trusted colleague, mentor, friend, or family member. Having someone who is willing to just listen can allow us to talk about what’s bothering us.
Capture thoughts, record emotions, and explore solutions by journaling. Writing about what is bothering us can help us to think through the situation and find some release without worrying about what we have said.
Take a walk or engage in other physical activities. Exercise can be an effective way to channel our emotions and dissipate emotional pressure.
Engage in meditation or mindfulness activities. Calming our thoughts and consciously releasing the tension we feel can relax our minds and bodies.
Do something creative. Tapping our creativity can release emotions without having to put them into words. Engaging in a favorite hobby, painting, or playing an instrument might be helpful. Writing poetry, a short story, or even composing a song can help us to explore and express what we are feeling.
Find a reason to laugh. Humor can be a surprisingly effective way to release tension. Humor can also help us to gain distance from our problem and provide a less intense way to release the pressure we feel.
Yell or scream where no one can hear you. A pillow can be a great receptacle for our verbal outbursts. Open spaces with no one around or even driving alone in a car can be a safe place to shout and release our tension and frustration.

While venting can feel good and release intense emotions, we need to observe some cautions. Here are some things to keep in mind:

If venting to someone, we need to be sure they understand that we are venting, not trying to solve a problem.
We need to be careful about venting to students, parents, and others about issues over which they have no control. They often do not fully understand our context and may feel awkward. We need to maintain our professionalism despite our frustration.
It is best to avoid over-venting. Repeated venting on the same topic, or with the same person can strain relationships.
We need to think about how our words and emotions might impact others. Becoming overly personal or accusatory based solely on emotion can create long-term damage to relationships and reputations.

Sometimes venting is enough to release emotions and let go of what is bothering us. At other times, venting might provide momentary relief, but frustrations remain. When we feel prolonged frustration, we may need to go beyond just venting. We might ask ourselves:

What are some reasonable, realistic solutions?
What have I tried and what else might lead to a solution?
Who can solve the problem or change the situation?
What would it take to make the situation better?
Who else seems to be experiencing similar frustrations and how might we partner to find a solution?

Finally, there may be times when we find that our need to vent is constant, problems begin to feel unsolvable, or we frequently feel overwhelmed. This may be a point where we need to consult a professional who can help us to gain a better perspective, find some more effective emotional outlets, or make some changes that lead to less frustration, greater satisfaction and a happier outlook.

October 15, 2025

The Master Teacher Blog