Brave Steps,

Bright Horizons
Teacher strategies for supporting resilience
in English Language learners

In many ways, it is a difficult time to be a learner.

Globally, results from the Programme for International
Student Assessment (PISA) study show declines in academic
performance, continuing negative trends going back over a Mental health
decade in OECD countries. At the same time, mental health conditions
conditions for children and adolescents are up. Adult learners
are navigating a maze of lifelong learning and upskilling options,
while adapting to rapid changes in the workplace. Many are
choosing online courses, which have potential benefits as well as
potential downsides (Searby, 2023). Adults across the world are
also struggling with increased levels of mental health challenges.

These challenges can make stressful situations difficult to

manage, even those that are foreseeable, such as moments PISA academic
of transition. It is well established that students’ motivation performance
and confidence go down as they go from middle school to high
school, and adults moving into a new career can also experience
high levels of insecurity.

Additionally, there are some challenges specific to the

cultural, technological, and environmental moment we live
in. Social media is having a profound impact on how people
communicate, learn about the world, and gauge their own
place in it, and may be contributing to mental health issues. The Resilience
emergence of Generative AI is transforming the worlds of work /rɪˈzɪlɪəns/
and education in ways that are just beginning to be felt. The noun
climate is changing in profound and potentially dangerous ways
The ability to persist in
with a wide range of impacts across the globe.
making progress towards
goals while regulating
It is more critical than ever for people to develop the skills,
emotions to maintain a
strategies, and knowledge to be resilient. Resilience is the
sense of well-being, or,
result of many factors, and in this report, we will cover a set of
return to a balanced state
research-backed strategies to focus on if you are looking to build
soon after a stressor.
your students’ resilience.

macmillanenglish.com/brave-steps-bright-horizons
Strategy #1: Feel confident and capable
One of the many factors that impact students’ Relatedly, success is often correlated with belief
success are their beliefs about their time in class. Fixed mindset in one’s abilities. That is, imagine two students,

“
These beliefs are not something they examine Mia and Ash. They are both completing the same

“
consciously but, rather, frame how they understand challenging homework and, in this hypothetical
their experiences. For example, do they think they I give up—I situation, imagine that they have the same prior
are good (or bad) at English? Or, do they instead can’t make I keep making mistakes, knowledge they need to complete it. Mia feels
think they are getting better at learning English as this any I can’t do this. confident that she can do it while Ash isn’t so
they practise? better. sure. Research suggests that Mia would indeed
end up completing more of the homework

“
At the core of this question is their “implicit theory correctly. One reason for this is that students
of intelligence.” A 40-year research tradition, I’ll never be good at this, who believe they can succeed will put in more
pioneered by Carol Dweck, finds that people tend to I will always find this hard. effort, even in the face of difficult tasks. Believing
either assume that abilities are “fixed” — something they can do it helps power students forward,
you are born with and can’t do much to change particularly when they are doing something that
— or that they can change and develop over time, requires persistence and dealing with setbacks
improving with the right kinds of practice and effort. that are likely to produce anxiety.
This “growth” mindset has been associated with
many positive outcomes, such as increased interest, Growth mindset
persistence, and, in some studies, achievement.
I’m finding this hard, but with
time and effort I can improve.

“
Mistakes help me learn.
I can improve
if I keep

“
trying.

Tips for developing a Growth Mindset

“ Ways to help students believe in their abilities

1 Direct teaching 1 Model how to approach challenging tasks

This can take the form of lessons and worksheets, or interactive online modules. Check out resources
like PERTS for some ideas of what that might look like.
2 Redesign school and classroom structure and culture
For example, how are grades calculated and communicated? If a student’s only way of earning
points is through correct responses or perfectly submitted assignments, they may naturally focus
more on producing flawless output, rather than really engaging in the learning process. If points are
also awarded for demonstrating work, or for improvements and revisions, students may see how
continuous improvement is valued. Similarly, feedback can be tailored to communicate progress and
what to focus on next, rather than simply marking something “correct” or “not right.” Read more.
Give a step-by-step walkthrough of how you, or a more expert student, might approach a challenging
task. This walkthrough should include the specific strategies and domain knowledge one would use,
but it can also include guidance on emotional regulation (e.g., “This part always makes me nervous,
but I remember that the rules I have will let me do it correctly”).
2 Create an environment of success
One way to feel like you can succeed is to see others that you identify with doing well. Highlighting
how students in the class are using the right techniques and strategies to do well can make it more
likely that struggling students see the value in those efforts.
3 Help them feel good
It is much easier to feel confident if you are not feeling fatigued, stressed, or tense. Consider ways to
incorporate mindfulness exercises or other steps that help students clear their minds and be centred
on learning.
Strategy #2: Connect to purpose and personal values
It goes without saying that motivation is important for learning. One theory of motivation is called Strategies for improving relevance
“expectancy-value theory”.

When faced with an activity, your mind makes a judgement on how much you get from doing the task
(value), and how likely you are to succeed at it (expectancy), and your motivation is the result of that
calculation. As such, it is important for teachers to think about the factors that influence students’
expectations of success and their perceptions of how valuable the outcomes are.
1 Teacher-led
English language teachers often demonstrate potential uses of what they are covering in class,
like describing real-life encounters and using role-play scenarios for situations students are likely
to experience. In addition, teachers can use texts or create scenarios on topics students are already
invested in, such as local sports teams or popular media. In particular, this can be helpful for younger
students, who may not have the background knowledge to make meaningful connections to
other contexts.

2 Student-led
Over the past 15 years, researchers have explored and empirically tested the impact of having
students make those kinds of connections for themselves. In studies, students first summarise some
content they’ve recently covered. For example, it could be a recent verb conjugation, declension,
Expectancy or set of vocabulary words. Then, students are asked, “how could you use this in your everyday life,
potential future career, or hobbies or interests?” With younger students, you can begin, as one recent
study did, by providing sample responses from other students. The learner then selects which is
their favourite, describes why they relate to it, and then is asked them how they might use the same
Value content in their own lives.

3 Collective action
This could also be adapted to help students work on specific concerns they have, such as anxiety
about the climate. For example, prompts could be crafted to help students try to make connections
between things they are learning in their English course and how they can work together as a class to
have a positive impact on their community. Research has found that engaging in collective action to
address climate change can help buffer the negative effect of worries about the climate.

How hard is it? What do I get out of it?

l Can I do this?
l How good am I at this?
Expectancy has many components, including
belief in one’s abilities, as well as perceived
control, which is the belief that you can actually
influence the outcome. For example, it is no
good studying for a test if you think the teacher
is likely to put questions on it that aren’t things
you’ve covered in class. Additionally, task clarity
and difficulty matter. If you look at the task and
it isn’t clear what you need to do to complete
it, or if it seems so hard that doing it seems
outside the realm of possibility, your motivation
will obviously be negatively impacted.
l How important is it to me?
l What will it cost me?
Value is derived from many sources. One is the
intrinsic value of the task itself; how enjoyable
is the activity? Things that are more fun will
obviously be easier to motivate yourself to
do. Another important one is “utility value,”
or how relevant something is to your own
life or to accomplishing your own goals. By
considering ways of helping students make
those connections, teachers can help improve
their students’ motivation.
Values Affirmation
A related area of research has looked at helping
students centre their own values and identity
in the learning context as a way of improving
motivation and academic outcomes. The idea is
that people can become so focused on preventing
negative perceptions that they disengage, or use
ineffective strategies to try and get by, rather
than fully embracing the challenge and their
abilities to succeed. In particular, students from
underrepresented backgrounds may struggle
with thoughts that they do not belong in a given
academic setting, or that they cannot succeed,
leaving them with fewer cognitive resources to
actually do the academic work.
Grounded in theories of “self-affirmation,” research
has found that brief “values affirmation exercises,”
can be impactful. Students first look over a list of
values and select one or more that feel the most
important, and then are asked to reflect and write a
brief passage about why those values are personally
important, and about a time when those values
were critical to them. As with the strategies to
improve relevance above, letting individuals get
personal and specific is part of the reason these can
provide a benefit.
Strategy #3: Build positive social connections Strategy #4: Deal (positively) with negative feelings

If you want to live a long, happy life, research
suggests focusing on social connections. In fact, the
Harvard Study of Adult Development has found that
it is the best predictor of well-being. In the world of
education, social connection is no less critical, for
both deepening learning and supporting students’
emotional and motivational states. For example,
working collaboratively can lead to more robust
learning; learners who discuss and build upon each
other’s efforts can go further than either may have
been capable of individually. One’s belief in their
abilities can be developed by being part of a group
that struggles and overcomes challenges together.
In addition, social connections can reduce feelings
of isolation and stress, and improve the emotional
experience of the learning environment.
“
The surprise was when we looked
at the best predictors of who was
going to stay healthy as well as
happy. It was the quality of your
relationships with other people.
Dr. Robert Waldinger, Professor of
Psychiatry at Harvard Medical School
and Director of the Harvard Study of
Adult Development.
Ultimately, stressful things happen. In learning
environments, negative emotional responses tend
to occur when students encounter unexpected
challenges, experience perceived failures, or confront
situations outside of their comfort zone. Resilience, in
this context, is the ability to process your response to
these events in a psychologically healthy way, rather
than becoming overwhelmed.
Researchers define the skills of emotional intelligence
as the ability to recognise, understand, label,
express, and regulate emotions. This can be critical,
as emotions influence every aspect of the learning
process, including attention, memory, decision making,
and creativity, as well as a person’s ability to plan,
monitor, and reflect on their own learning effectively.

How to help students build social connections Ways to help students develop emotional intelligence

1 Set expectations 1 Move from implicit to explicit

Set clear rules for the kinds of interactions you expect and model those kinds of behaviours yourself.
If teaching in-person, use opportunities to scaffold positive interactions. Do your best to be
respectful, supportive, and courteous, even when students aren’t necessarily showing the same
courtesy, and remind students of your expectations when they are not being met.
2 Be prescriptive
It may not feel “natural,” but it can be a good idea to be prescriptive, particularly when starting with
a new group of students. Students often appreciate specific instructions on what they are expected
to do, especially in online courses where it can be harder to model expected norms (e.g., “Each
comment should begin by offering one positive comment on another post. Then, present your own
idea, and discuss how it relates to something another student has said.”)
3 Integrate technologies
There are a number of learning tools that can help make for a more connected classroom. Check out
tools like flip for video-based communication, or padlet as a way for students to express themselves
and share with others.
4 Foster one-on-one connection
Whether through breakouts in class or through paired assignments outside of it, find opportunities
for students to work together. Consider the content of the exercise as well; interviewing each other
provides greater opportunities for connection than completing a research project.
Emotions are frequently an implicit aspect of our experience. We interpret what others’ body
language, tone, facial expressions, and word choices mean about how they are feeling. Be more
communicative and explicit about emotions, particularly when discussing how to deal with negative
ones. This sort of dialogue can help students see that it is normal and appropriate to reflect on
emotions and be able to talk about them.
Be an active listener
2
When talking to students about their emotions, be sure to be an active listener. This means listening
intently, rephrasing what you are hearing so they can see that you understand them, and validating
their feelings without judgement. Ask students to try and label their own feelings, and be ready to
provide some clear descriptions based on what they are telling you.
3 Help students reflect
Build opportunities for students to reflect on their emotional journeys. Encourage them through
questions like “what emotions were you feeling as you studied?” and “how did these emotions
influence you?” Ask if they identified any helpful coping strategies, or any that they may wish to avoid
in the future. If students feel comfortable, have them share their reflections with one another.
Be careful with comparisons
4
For some students, comparing themselves to others can be useful, letting them know if they are on
track or if they need to do more. But comparison can be anxiety-provoking, particularly if learners
are measuring themselves up to things they see on social media. Remind them to critically evaluate
what they see online, and that it is often a highly curated version of the world. Try to keep students
focused on their own progress and journey, rather than engendering competition between peers.
Nurturing resilience in English Language learners
In the complex landscape of contemporary
education, marked by global challenges and
technological advancements, fostering resilience
has become imperative for both teachers and
learners. In this paper, we have discussed steps
teachers can take to make the learning environment
more welcoming, positive, and motivating. It is
crucial to acknowledge, however, that if students
are dealing with issues such as depression or
anxiety, they should be supported in finding help
from qualified mental health professionals.
Constraints on developing resilience
It is also important to note that resilience is not only
a matter of how an individual responds to difficult
times, nor is it up to teachers to provide all the
resources. If an educational environment does not
have essential materials or faces other significant
constraints, then a resilient response just may not
be possible. Our focus here has been on describing
some of the ways that teachers and school leaders
can work to create an environment that supports
resilience, but it is not an exhaustive description of
everything that would be necessary for success.
The possibilities of AI
At this moment, generative AI seems poised to
help students be more resilient. It is enabling the
development of ever-more powerful tutoring
capabilities that can help students who are
To explore these ideas further, visit
macmillanenglish.com/brave-steps-bright-horizons
About the author
Dan Belenky, Ph.D. is a cognitive scientist with a passion
for using learning science research to help educators and
learners achieve their academic goals. He has over 15
years of experience researching the psychology of learning,
motivation and overcoming challenges, and applying it to
the design of educational experiences.
struggling with tailored support right in the
moment. Many of the strategies we’ve discussed
can be supplemented with this kind of technology;
AI-powered tutors could provide the kinds of
feedback that help learners feel more confident,
to prompt students to stop and connect with their
personal values and goals, to assist students in
building important connections between what they
are learning in class and their lives outside of it, and
to build online communities of learners.
New research will be needed to help address critical
questions. Is AI-tutoring and other AI-powered
EdTech effective? What are the design features
that help students in different use cases? Is it
appropriate to use across a wide range of domains,
including language learning? How well does it work
in other languages, or for learners from different
cultures and backgrounds?
Empowering students
As English language teachers, you have an exciting
role to play in helping students explore and navigate
themselves and their futures. By embracing these
strategies for supporting students’ emotional and
motivational needs, you can help students take
brave steps to acquire language proficiency as well
as critical life skills that will empower them to tackle
the challenges they’ll face today and in the future,
with resilience.