Positive affirmations

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There is a lot of talk in self help literature about the power of positive affirmations, and whilst they may sound a bit gimmicky, they are an incredibly simple tool for boosting our overall wellbeing.

Positive affirmations are essentially positive statements or phrases that you repeat to yourself to shift your mind away from negative thoughts. They do not have to be overly complicated, although they do need to be genuine, and they do not take up much time in your day. However, like all self care strategies, it is important that they become a regular part of your daily routine. Given that our habits are more likely to stick if we begin them early, what better place to start a regular practice of positive affirmations than at school?

Why should you get your students to use positive affirmations?

Repeating positive statements to yourself may seem a bit out there, one for the hardcore Yogis. But before you dismiss the idea as too hippyish, there is Science that backs up the benefits of this practice. Self-affirmation theory (Steele, 1988), suggests that we can maintain our sense of self-integrity by telling ourselves what we believe in positive ways. By asking our students to identify positive aspects of themselves and then revisiting them on a daily basis, we can help them to develop a positive image of themselves from an early age. This will guard them from paying too much attention to negative thoughts and give them the tools to cope during stressful periods in their lives.

Before beginning a daily positive affirmation practice with your students you might want to share the following benefits;

  • Reduces stress
  • Improves academic performance/grades
  • Boosts resilience
  • Makes you more optimistic and hopeful
  • Help you to make positive life choices e.g. eating more fruit and veg
  • Increases confidence and self esteem
  • Improves productivity
  • Increases your focus
  • Makes you more grateful
  • Improves motivation

How can we help students develop a practice of positive affirmations?

There is no hard and fast rule about how to develop a practice of positive affirmations, but the general consensus is that having a regular daily practice will have a most notable impact on wellbeing. This does not have to take long, simply saying or writing your positive statements 3-5 times each day is enough. Doing this each morning means you will start the day with a positive mindset. Therefore, you could get your students to repeat their positive affirmations as the first thing they do in registration each morning. I would start by getting them to write them down 3-5 times in a daily journal, once they are used to the practice you could then move to silent repetition.

How do they come up with their affirmations?

This is perhaps the most challenging part of this practice. To have an impact your positive statements must be meaningful and genuine, simply saying I am confident when actually you feel anything but is unlikely to leave you feeling optimistic.

To get students to come up with their statements, first ask them to list all their strengths. This can often be hard to do at first so you might get them to consider the following questions:

  1. What would you say your strengths are?
  2. What would your parents/carers say your strengths are?
  3. What would your friends say your strengths are?
  4. What would your teacher say your strengths are?
  5. What would you sister/brother/grandparents say your strengths are?
  6. What would you dog/cat say your strengths are?

You could even get them to ask the above people what they think their strengths are (maybe not their dog!).

Now that they have a long list of strengths they can easily turn these into positive affirmations about themselves, all they need to do is put I at the front. Here are some examples:

  1. I am a quick, capable learner;
  2. I believe in myself as a person and I believe in all my capabilities;
  3. I am unique and beautiful;
  4. I am strong;
  5. I am resilient and have the power to overcome any difficulties that come my way;
  6. I am healthy;
  7. I am loved;
  8. I am creative;
  9. I am kind;
  10. I am brave;
  11. I am a responsible person;
  12. I will always do my best;
  13. I am capable;
  14. I’ll always help others;
  15. I’m going to learn lots today because I am capable;
  16. I am important and a valuable person.
  17. I am good enough, and I am fine with just being me;
  18. I am working every day on the best me that I can be.
  19. When I get a bad grade, I am motivated to do better;
  20. I am determined and I aim for the stars;
  21. I appreciate my school, teachers, and classmates because they all play a role in helping me grow to be a better person;
  22. Even on days when I don’t make much progress, I am constantly learning.

How can students use these positive affirmations?

They only need to come up with one statement, but some may have multiple affirmations. It is likely that they will choose a statement that reflects a concern or issue they are currently going through e.g. if they are coming up to exams they be drawn to I am capable. This should be actively encouraged, as the statements will have more impact if they relate to a current concern or challenge. It is also good practice to have different affirmations for different stages of your life. Therefore, try to get students to reflect on what’s currently going on in their lives, before selecting a statement e.g. if they are worried about having to present in front of the class, repeating I am brave 3-5 times could go along way to calming their nerves.

You could even get your students to create positive affirmation cards, which they add to throughout the year, that way they can select which card is most appropriate for that day. Check out Teacher Toolkit for inspiration.

Check out what we have done to inspire our students to have a daily positive affirmation practice.

If you currently practice positive affirmations with your students (or just do it yourself) we’d love to hear what strategies you use. And if you have any thoughts/feedback please leave a comment 🙂

Teacher Wellbeing …

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Teacher workload and stress are at an all time high. In the media there are numerous stories about poor teacher retention (particularly those just starting out) teacher burnout and poor mental health. At the same time, calls from politicians for schools to do more to support students’ mental wellbeing are getting louder. However, if we are serious about doing more for our students, in regards to emotional health, we need to make sure they are surrounded by mentally healthy teachers.

To understand how we can support teachers, we need to understand the underlying causes of stress and burnout. Once these have been identified, then we can explore how to redesign school systems to move teacher (and student) well being to the top of the priority list.

Key stressors in teaching

  • Student progress and grades as the only measures of success
  • Increased class sizes
  • Teaching multiple subjects
  • Poor behaviour
  • Short but heavily condensed days
  • School marking policies
  • Isolated offices and team rooms
  • Lack of communal space e.g. staff rooms
  • Email communication
  • Short breaks in the school day
  • Lack of social events

Reducing some of these stressors will require a change in government policy e.g. a focus on progress and exam results. But for others there can be changes made at an individual school level, which may reduce, or at least help teachers to cope with, these stressors.

What can individual schools do?

  1. Bring back communal spaces for teachers e.g. the staff room/team rooms.
    • Humans are social beings, we rely on the support of others for survival. In the past having a strong tribe would have been the only way to safeguard against being eaten by a lion. The risks in modern day may no longer be life threatening, but we still have a need to feel part of a group. Given that teaching is one of the most stressful jobs out there giving teachers the space to develop these connections at work should be a top priority. But many schools have got rid of communal spaces, using staff rooms for classrooms to fit ever growing cohorts of students. However, having the space to fit students is pointless if there are no teachers to teach them. By reintroducing communal spaces for staff, schools may find that teachers build stronger relationships, find their tribe, have the support to cope with an increasingly stressful job and are more likely to stay in the profession.
  2. Actively encourage teachers to step out of their classrooms to visit communal spaces throughout the school day.
    • Having the space for teachers to gather socially is one thing, the challenge then is how to encourage teachers to use these spaces. Many schools have built a culture where teachers feel the only way to get the job done is to stay chained to their desks, working through their breaks. In reality most of us could spare 10 minutes each day to chat to colleagues, and would probably be more productive if we did, we just need a nudge to do so. Schools can do this by making communal spaces somewhere where we want/have to go. Simple things such as; free tea and coffee in the staffroom, free toast/fruit, putting the printers in communal spaces, having resources in the staffroom, having a large enough space for all staff, can force teachers into communal spaces and start building support networks.
  3. Reduce email communication and encourage face to face conversations where possible
    • Emails are an integral part of modern life, and an incredibly useful one at that. However, we have become to reliant on them as a form of communication, using them to send simple messages, which could have been said in person. This reduces the need for human interaction, keeping us stuck behind a desk and prevents real relationships between staff from forming. Evidence now suggests that human interaction can boost happiness and reduce stress. If we want happier, more productive teachers, a whole school policy of only using email when really necessary and using face to face communication as the norm may just help to do that.
  4. Regular meetings between staff – even for just 10 minutes a week
    • Teachers moan about meetings, but ultimately they provide a chance to get together with your team and leave you feeling part of something bigger than your own classroom. Even if it’s only for 10 minutes a week, regular meetings between teams are likely to lead to an increased sense of belonging. And if we feel like we belong somewhere, we’re less likely to leave.
  5. Longer breaks
    • This might be a big change for some schools, but one, which I believe, could be most important for both staff and students. School breaks have got shorter and shorter. This leaves teachers rushed and doesn’t give them the down time they need between lessons. Longer breaks would allow teachers to really socialise, build their tribe, give them chance to meditate on the day so far and leave them less tired at the end of day, boosting productivity. Yes, if you lengthen breaks it may lead to a longer school day. But, if that day is calmer and more relaxed I’m not sure teachers would mind that much.
  6. Provide outdoor spaces for teachers
    • There is so much evidence about the calming effect of nature, with proof that it reduces cortisol levels leaving us less stressed. But schools are designed so that teachers and students are stuck indoors most of the day, and any outdoor space that is available a breaks is often reserved for students. By creating designated outdoor spaces for staff, surrounded by nature, it can help to reduce stress. This should hopefully reduce staff burnout and improve retention, a win for everyone.
  7. Regular social events for staff
    • There was a time when teachers used to go to the pub every Friday lunch time, having a long enough break to do so and feeling that they could leave their desks for 50 minutes. Now, I’m not suggesting we go back to that, but I do think we have lost the social aspect of teaching. In a profession that is fundamentally about human interactions, it seems strange that schools often give no thought to relationships between staff. The solution does not need to be pub lunches on a Friday, but if schools reintroduced social events for their staff they may just find that they become happier, more cohesive and less likely to leave. Neither do these events need to be expensive, simple things such as; staff yoga, sports teams, Friday drinks, end of term parties, regular department meals or a book club, would go a long way for improving support networks in schools.
  8. Introduce a culture of gratitude and appreciation
    • This may seem gimmicky at first, but improving the mental well being of staff really needs to come from the top. This means a change in approach towards a focus on gratitude and appreciation. Again this can be simple things; having a staff “star of the week,” regularly praising the effort of staff not just on results day, having a gratitude wall in the staffroom where teachers can write down one thing they are grateful for each day, shout out for teachers from other teachers/students, the Senior Leadership Team stopping by to say thank you to individual teachers throughout the term. All of these suggestions are strategies we use to motivate and inspire our students. If we remember that adults are not that different to children, then finding ways to reignite a passion for teaching should not be that hard.

It’s an undeniable truth that teaching is becoming harder, this is driving good teachers out of the profession and preventing them from doing the thing that they love. If we want to make sure we keep the best teachers, and our children receive the best education, we need to reposition teacher wellbeing as a top priority.

Developing a sense of purpose …

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Many of us are striving to live a happy life and often happiness is seen as the ultimate end goal. But it can be difficult to recognise happiness, we assume that it is a constant feeling of elation and euphoria, which in reality is unrealistic and hard to achieve.

Research is starting to suggest that, rather than striving for happiness, the key to living a fulfilled life is to have a clear sense of purpose. Having an awareness of what gives you meaning and a reason to get up each morning will ultimately lead to better health and happiness.

Shouldn’t we, therefore, be teaching our students how to develop their own sense of purpose?

Why should you teach students to develop a sense or purpose?

Modern day media tells young people they should be “living their best lives.” But how do they know what their version of a best life is? Developing a sense of purpose allows them to see what gives them meaning in life. It is underpinned by their own individual values and beliefs, so one person’s “best life” will be different to the next. As educators we need to guide students to identify and work towards what brings them true meaning in life. This will help them to be more fulfilled, less stressed and ultimately happier.

The benefits of developing a sense of purpose …

  • Reduced stress
  • Better coping mechanisms
  • Physically healthier
  • Makes life more fun
  • More fulfilled
  • Increases motivation
  • Guides you through life
  • Improves decision making
  • Get more out of life

How can we teach students to develop a sense of purpose?

The key to developing a sense of purpose is to identify what truly matters to them. To do this we must help students to identify what their core values are and what brings them joy. Once they know this they can then start to design a life around these values and pursue activities that bring them meaning.

Below is a list of suggested strategies you could use to help students develop their own sense of purpose. These should be pursued over the course of a number of lessons and revisited over time. It would be good practice to get students to compile a folder so they can keep coming back to their values.

  1. Get students to draw up a mind map or list of all the things they need in life. For each item ask students to note down why they need. Ask them questions such as; what does it add to your life? How does it make you feel? What would happen if you didn’t have these things? How would your life change without them?
  2. Based on the above activity get students to highlight the things on their list that would reduce their happiness/cause serious harm if they didn’t have them. Get them to cross off those things that no longer seem that important.
  3. Ask students to rewrite their original list so it only includes the things they really need in life.
  4. Using this list ask students to identify any patterns in the things they have written down. Based on these patterns get them to come up with at least 3 core values they hold (you may need to model this for them) e.g. If you said you need friends then you value social interaction. If you said you need your phone for music, then you value listening to music.
  5. Get students to think about a decision(s) they need to make in the upcoming future. Using their core values ask them to make this important decision. They should focus on whether the decision allows them to pursue the things that give them life meaning. E.g. Should you spend your money on new trainers or on going to a gig? – If you value music you should choose the gig. You may even get students to think about what career will allow them to pursue the things they value
  6. Get students to look at the list of things that give them a meaning/sense of purpose. Ask them to pick 2 or 3 things that are most important to them. Get them to schedule time each week to pursue activities which allow them to fulfil this purpose e.g. one hour a day  playing guitar (it may be they need to sacrifice things that they decided were not that important e.g. time on social media)
  7. Whenever students have a decision to make get them to go back to their core values and encourage them to consider whether their decision will provide them with a sense of purpose. Encourage students to constantly reflect on their values and update them as and when they, inevitably, change.

Ultimately, we all want to live a fulfilled and happy life. Many adults are not achieving this and never do. It is imperative that people are encouraged to consider their values from a young age, so that they make decisions that will give them a sense of purpose.

Click this link too see how we have been developing our students’ sense of purpose.

Gratitude

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Why we should be teaching our students to practice gratitude …

  1. It helps you to make friends – people like it when they feel appreciated!
  2. It can improve your health
  3. It can make you happier
  4. It can help you to sleep better
  5. It may make you feel more confident
  6. It might make you less self centred
  7. It can give you energy
  8. It can help you relax
  9. It can increase your resilience
  10. It makes you more likely to exercise

You could share these benefits with your students to get buy in!

How can we teach students to be grateful?

Developing a gratitude practice does not need to be complicated or arduous, but it does require some perseverance. Most research suggests that you need to actively practice being grateful for several months before seeing the benefits.

The good news is that you only need to practice for around 5 minutes each day. And what better place than the classroom for supporting students in developing a regular and consistent practise?

Strategies for teaching gratitude …

  • Begin each day by getting students to write down 3 things that they are grateful for. You may need to model this and it is likely they will struggle at the beginning. It doesn’t have to be anything big, it could simply be; I am grateful for my parents/dog/fresh water. Get students to begin by writing “I am grateful for …” as they become more used to the practice try to encourage them to say why they are grateful for each thing (it is thought this has more impact) e.g. I am grateful for my parents because they feed me each day or I am grateful for my dog because he/she makes me laugh when they chase their tail.
  • Get students to begin by writing what they are grateful for each day on a mini whiteboard – this may take the pressure of writing something “wrong.” As they get used to doing this provide them with a gratitude journal so they can look back at it and spot patterns.
  • Students could think of 3 Ps – Person, Pleasure and Potential, to help them structure their practice e.g. I am grateful for my mum because she takes me swimming (person), I am grateful for being able to play with my friends as it makes me happy (pleasure), I am grateful for the weekend because I am going to the cinema (potential).
  • Registration would be a good time to practice gratitude, as it gives students a positive start to the day. If you do this everyday they will soon get into a routine.
  • If registration is not available to you then you could start and end each lesson with a couple of things they are grateful for. You may even want to start and end each day with 5 minutes of gratitude journalling.
  • To develop a whole school culture of gratitude why not start assemblies by reflecting what you are grateful for and giving student one minute to silently reflect on what they are thankful for that day?

Click this link too see how we have been developing our students’ gratitude.