You know the feeling – you’ve just explained a perfectly curated activity to your classroom full of students. You lay out all of the instructions, address common misconceptions you think may arise, and finally release students to work. Phew! Then, approximately three minutes later, IT happens. You have a line of students at your desk or a dozen students with their hands raised. You begin to address their questions and soon realize that all of the answers are ones that students did not in fact need you for. Let’s talk about combatting learned helplessness.
If you’ve been teaching for any amount of time, you have probably noticed this frustrating phenomenon called learned helplessness. It’s when students develop a sense that they cannot do something, even when they can. And, unfortunately, it’s only getting worse. I blame the instant gratification culture thanks to social media. Students have grown so accustomed to getting exactly what they want with just one click of a button that when faced with a more difficult task that takes time and energy to tackle, they give up, overwhelmed by a feeling of powerlessness.
The good news? We can combat this vicious cycle while promoting problem-solving skills and a growth mindset!
In your classroom, learned helplessness may present as a lack of motivation, where students give up easily or neglect to even try. Here are a few specific behaviors students may display in response to a challenging task:
Some students develop a pessimistic explanatory style, convinced that every setback is due to personal failure rather than a temporary challenge. Sometimes it’s as if students have conditioned themselves to expect failure rather than success. Instead of pushing through, they surrender at the first sign of a struggle. Over time, this habit turns into a learned behavior that can have a profound impact on academic performance as well as other aspects of daily life.
Unfortunately, learned helplessness isn’t just a school issue. Many students show signs of learned helplessness at home too. Parents have often complained to me that their child refuses to do homework unless mom or dad is sitting right there to walk them through every step. Or, perhaps worse, students claim that they do not have homework because they would rather accept a poor grade on a blank assignment than have to productively struggle through a challenging activity at home. Many of these same students may avoid doing chores or having challenging conversations too. Why? Because we’ve lost the practice of teaching kids that they can do hard things.
Learned helplessness is not just a school issue — it’s a real-world problem, reflecting a lack of control over learning both inside and outside of the classroom.
Luckily, there are ways for us to help students get out of this helpless state. With some targeted strategies for combatting learned helplessness, we can break this cycle so that students regain a sense of control over their learning. Here are some of the best ways I’ve found:
At the start of the year, set expectations about problem-solving. Role Playing is a great way to drive this point home. Plus, students love it! And, it’s a great way for kids to get to know each other when the year begins.
Create scenarios where students encounter difficult situations and have them brainstorm solutions. Start small, perhaps non-academic. For example, “You realize that you don’t have a pencil and it’s time to take a test – What do you do?” Then, move onto more challenging scenarios, such as: “Your group can’t figure out how to start your new project–What do you do?”
The role-playing approach breaks the sense of helplessness by reminding students that challenges are part of learning. And, since the activity is usually memorable for students, it’s something you can reference throughout the year, or even recreate every once in a while to re-establish expectations.
Looking for a resource for presenting classroom policies and procedures? Look no further than this Management Made Easy resource!
Another one of the strategies for combatting learned helplessness is the “3 Before Me” rule. You may have heard that this means students musk ask three classmates before asking the teacher. But I think I’ve found a better version that may help eliminate excessive off-topic chatting.
Now, in order for this rule to be effective, be sure to give your students activities that have clear and concise instructions. And, provide ample opportunities for independent work time so that students can practice reading and following instructions.
Here are some great independent work resources you may want to try:
Anchor charts are like little safety nets for students who need a reminder of certain concepts. These visual cues serve as references, thus reducing feelings of helplessness when students are faced with a stressful situation, like an unexpected question on a lab.
Anchor charts are also a great way to add to your classroom decor! Check out this blog for more tips on decorating your science classroom!
Walls already full? Try a digital anchor chart! You can create a virtual notebook on your learning management system and fill it with useful references. This way, students can even have access when they are outside of your room.
We’ve all had that one student who simply refuses to begin working without your help. In these cases, a little tough love might go a long way. If a student is constantly asking for your assistance without putting forth any effort, it may be time to step back and say, “I need to see that you’ve worked on this diligently for 10 minutes before I’ll help. When I return, you need to show me evidence of the work that you did.” For certain students, you may need to adjust the time to 3-5 minutes. Hello achievable goals!
Sometimes the hardest part of combatting learned helplessness is getting students to try, or simply get started. Tough love may break the helpless way of thinking for certain students when other methods fail. Make sure to provide positive reinforcement when these students show growth!
Of course, sometimes students DO need help. When that happens, we should never provide an answer and then move right on. Always follow up to ensure that students have truly grasped the concept at hand. Ask them to explain it back to you. This assures that they aren’t just relying on you for a quick answer, but actually building their own understanding. Pay special attention to how students put concepts in their own words. Hopefully, by setting the expectations above, you will have more free time to have these quality conversations with students!
Ensuring comprehension reduces negative thought patterns and negative emotions surrounding learning new things, therefore helping students feel more empowered and capable of tackling the next challenge that arises. Anything to promote a sense of self-efficacy, right?!
Learned helplessness can be a significant barrier for teachers in the classroom. Left unchecked, it can have quite the negative impact on academic struggles, mental health, and overall personal growth. But by encouraging students to take ownership of their learning, providing them with resources like anchor charts and problem-solving scenarios, and applying a little tough love when necessary, we can help them regain their confidence and break the cycle.
Overcoming learned helplessness will take time, patience, and persistence–but it is definitely worth the effort. After all, the impact of learned helplessness can unfortunately stretch far beyond the classroom, affecting social situations and mental state, and promoting low self-esteem. By providing tools and strategies for success, we give students the opportunity to reclaim their potential and face life’s challenges with confidence!
