Optimism

Why focus on…?

What do we mean by Optimism?

Optimism is “an individual difference variable that reflects the extent to which people hold generalised favourable expectancies for their future” (Carver et al. 2010, pp. 1).

People with high levels of optimism tend to expect positive and favourable outcomes in life. This mindset goes beyond simply hoping for the best, optimism is an active and empowering outlook. Optimists believe that good things happen not just by chance, but as a result of their own actions and efforts. They are proactive in shaping their future and see challenges as opportunities to grow and succeed.

Rather than being passive or pretending that everything is always positive, optimistic people take practical steps to improve their own wellbeing and to support the wellbeing of those around them, including friends and colleagues. The good news is that optimism can be learned. Developing and practising strategies to think more optimistically is not only possible but it also has real benefits, such as improving wellbeing, reducing burnout and increasing job satisfaction.

What does the research say?

10 Benefits of being optimistic…

1. Fewer symptoms of depression
2. Higher levels of well-being
3. Less anxious
4. Greater quality of life
5. More successful in their jobs
6. Stronger perceptions of social support
7. Higher likelihood of adopting health-promoting behaviours
8. Better coping strategies for psychological adjustment
9. Better cardiovascular health
10. Increased likelihood of healthy ageing

(Forgeard & Seligman, 2012; Schug et al., 2021; Carver & Scheier, 2014, 2019, Boehm et al., 2020; James et al., 2019; Lee et al., 2019, Conversano et al 2010)

Academic optimism (teachers’ belief in their teaching ability, student success, and parental support) is crucial for teacher success (Day, 2014)

• Optimism as a key factor in promoting teacher resilience (Ebersohn, 2014; Tait, 2008).
• Optimism can be learned and helps teachers focus on their strengths and positive experiences, offering perspective in difficult situations (Drew & Sosnowski (2019)
• Emphasising optimism could enhance teacher resilience, particularly wellbeing (Ainsworth et al. 2025)

Summary of our research

This study explores which factors are most important in predicting teacher wellbeing, job satisfaction, and burnout, using survey data from 2,943 teachers in England (Ainsworth et al., 2025). It is the first study to take a comprehensive approach by examining a wide range of individual and contextual factors as predictors of these three key outcomes.

The findings show that individual-level factors are the most influential in explaining teacher wellbeing. Among these, optimism emerged as the fourth most important predictor and was found to significantly predict well-being. Specifically, teachers with higher levels of optimism tended to report higher levels of wellbeing.

Teacher Voice: Quotes from the data – from our teachers

Remember the positives from the day and don’t dwell on the negatives – the best part of the job can be the little messages from pupils that appear on your desk throughout the day and thanks from parents at the door! Make sure you celebrate these and keep cards, messages and pictures pinned up in your room for when you need a boost! (Teacher 1)

I always try to surround myself with supportive colleagues who uplift and inspire me throughout the day. Don’t underestimate the power of laughter. It’s a great stress reliever! (Teacher 2)

Shift your thoughts from pressure to reason as every challenge is a chance to grow and learn. Not every bad lesson or mistake is the end of the world. (Teacher 3)

Once you feel positive and your self-esteem is positive then the rest will fall into place. You are going to be able to problem solve and be emotionally intelligent.. It’s like building blocks, If you’ve got this, I think the rest will follow. You will be more able to cope with the challenges. (Teacher 4)

You need to try and

Quiz– how optimistic are you?

https://psytests.org/life/lotren-run.html

1. Overall, I expect more good things to happen to me than bad
2. In uncertain times, I usually expect the best
3. If something can go wrong for me, it will
4. I’m always optimistic about my future
5. I hardly ever expect things to go my way
6. I rarely count on good things happening to me

Why do we find it hard to be optimistic? The Negativity Bias

• Attention
• Memory
• Decision making
• Emotional response

Short Read: The negativity bias

Understanding the Negativity Bias – Why One Bad Moment Sticks With Us

Have you ever gone home after a long day of teaching and found yourself fixating on the one lesson that didn’t go well? – even though most of your day was filled with positive moments? That’s not a flaw in your thinking. It’s something called the negativity bias a natural tendency of the human brain to give more attention, weight, and emotional power to negative experiences over positive ones.

The negativity bias is rooted in evolution. Our ancestors had to stay alert to threats and dangers to survive so being highly attuned to negative events was crucial. This survival instinct meant noticing, remembering, and reacting strongly to the bad stuff helped keep them alive. In modern life, and particularly in teaching the same instinct remains but now it often plays out in less life-threatening, but still impactful, ways. We pay more attention to the negative – Bad news, critical comments, or classroom hiccups often stand out more than all the good things that happen. We remember negative events in more detail – That awkward parent meeting or difficult lesson stays sharper in our minds than the many smooth ones. Our decision-making is shaped by negatives – We often act to avoid mistakes or criticism, rather than to pursue positive outcomes. We feel the bad more intensely – One tough moment can hit emotionally harder than five great ones feel good. In the classroom, this might look like focusing on one student’s disruptive behaviour, or a single piece of negative feedback — even after a day filled with successful lessons, and positive interactions. You could deliver a lesson that was 95% successful, but your brain will focus in on the 5% that didn’t go to plan. Over time, if we aren’t aware of this bias, it can chip away at our confidence, motivation, and overall wellbeing. But once we recognize it, we can begin to counteract its effects.

So now you know why it’s hard to stay optimistic – what can we do about it? Take a look below at some specific strategies that you could use.

How can we enhance optimism?

The key isn’t to ignore the negative, but to balance it. By using strategies such as

1. What went well today? Listing the things that you are thankful for and went well– (Watch the short video HERE – Jen)
2. Practising the three P’s – reframing the negative thoughts to something more positive (watch the short video HERE – Jez)
3. Practitioner Voice – watch the video of a teacher who explains what she does to stay positive.

The 3 P’s

The 3 P’s Summary

Using the 3 P’s Activity: Reflecting..

Think about a challenging experience that you have had whilst teaching. Now reflect to what extent:

1. Did I make this personal?
2. Did I assume it affects everything?
3. Did I think it will always be this way?

Now reframe that negative experience that you had using the three P model i.e:

1. It wasn’t personal because…
2. It didn’t affect everything because …
3. It won’t always be this way because …

6b Watch: What Went Well

• Watch the video here – Jen

Activity: Let’s be positive! What Went Well!

• At the end of each day spend 10 mins thinking about 3 small things that went well
• Write down these so you have a clear record
• Also include why did it happen – Over time, this helps train your brain to look for positives and recognise your role in creating them.
• Finishing the day on reflecting on the positives is really powerful
• If possible, reinforce these by share with others the positives of your day if appropriate

Example

A colleague brought me a coffee during break.

Why it happened: We’ve built a good relationship through checking in on each other — it’s part of the supportive culture we’re nurturing

I managed to leave school on time today.

Why it happened: I focused on essential tasks and said no to extra commitments that could wait — something I’ve been trying to get better at

A quiet student contributed in class for the first time.

Why it happened: I’ve been consistently creating a safe, low-pressure environment and giving that student space and encouragement over the past few weeks.

6c Practitioner Voice: Case Study

• Watch the Video with Sam here

7. Discussion/Reflection

If you are working on this module with other colleagues take some time to discuss the following questions: (If you are working on your own spend some time reflecting)

• “What does realistic optimism look like in your day-to-day role?”
• “How do you talk to yourself after a challenging day? What would you say to a colleague instead?”
• What strategies will you use to maintain optimism at work?

8. Case Study: Lisa

Lisa is a Year 4 teacher in her eighth year of teaching. She’s passionate about her students and has always taken pride in going the extra mile. But lately, things have felt overwhelming. Last term, Lisa received a complaint from a parent who felt she wasn’t supporting their child enough. Though her headteacher reassured her it was being handled appropriately, Lisa took it very personally, feeling like she had failed as a teacher. She replayed the situation in her mind for weeks. In the staffroom, Lisa now

tends to gravitate toward colleagues who are equally burnt out. Most conversations revolve around frustrations — behaviour management, leadership decisions, and pressure from OFSTED. The mood often turns negative, and Lisa leaves those chats feeling worse. Lisa has started thinking that this stress is just part of the job and that it’s not going to get better. She catches herself saying things like: “Why do I even bother? Nothing changes.” “I always get the tricky class.” “Everything feels like it’s going wrong lately” At the same time, Lisa now struggles to notice the good things. Even when her students show progress or she gets a compliment from a colleague, she just shrugs it off.

1. How is Lisa interpreting the events around her? What patterns do you notice in her thinking?
2. What role do Lisa’s colleagues play in how she’s currently feeling?
3. What could Lisa do to shift her mindset and develop a more optimistic outlook?
4. What small habits could Lisa try to help her notice and value positive moments more regularly?
5. Can you relate to Lisa’s experience? What has helped you in a similar situation?

9. Further reading and resources

Conversano, C., Rotondo, A., Lensi, E., Della Vista, O., Arpone, F., & Reda, M. A. (2010). Optimism and its impact on mental and physical well-being. Clinical Practice & Epidemiology in Mental Health, 6, 25–29. https://doi.org/10.2174/1745017901006010025bravelab.unl.edu+2clinical-practice-and-epidemiology-in-mental-health.com+2apsy.sbu.ac.ir+2

Forgeard, M. J. C., & Seligman, M. E. P. (2012). Seeing the glass half full: A review of the causes and consequences of optimism. Pratiques Psychologiques, 18(2), 107–120. https://doi.org/10.1016/j.prps.2012.02.002 MIDUS – Midlife in the United States+4Academia+4ppc.sas.upenn.edu+4

10. Feedback

What do you do to help maintain your positivity in the face of challenges?

What have you learnt from this module that you could take away into your own practice?

Provide a Microsoft forms (or similar) idea for allowing feedback and asking teachers how they maintain their own optimism