A student from Lagos steps off a bus into a rural Midwestern town to begin his undergraduate journey. A student body president spent her sophomore year living in her car. A junior loses his father unexpectedly mid-semester. A doctoral candidate faces her dissertation defense while her husband battles cancer. A pregnant master’s student is put on bed rest. A dorm resident watches her roommate be deported. A faculty member grieves the loss of a spouse just as the semester begins. An online student’s instructor disappears mid-course. A campus reels from a natural disaster.
These stories—and countless others—form the fabric of our campus communities. They speak of grief, upheaval, courage, and most of all: resilience. In recent years, especially during and after the COVID-19 pandemic, academic resilience has taken center stage in both research and practice. But what truly helps students rise when life tries to pull them under? Research shows it’s not a single trait but a blend of characteristics and learned behaviors—coping skills that enable students not just to survive but to adapt, persevere, and ultimately thrive by helping students strengthen their problem-focused rather than emotion-focused coping skills (Meneghel et al., 2019). Those problem-focused coping skills and strategies are tied to a sense of control and accomplishment and therefore often result in more positive outcomes, fostering a more resilient mindset, whereas emotion-focused coping can often lead to avoidance behaviors allowing a problem to fester (Meneghel et al., 2019). As educators, we can have a powerful role in nurturing those positive coping skills. Instructors can help students build academic resilience skills by fostering a supportive learning environment and equipping them with strategies to overcome challenges and face problems and find solutions. Dedicated student-focused workshops that are designed to develop resilience through building and practicing coping skills are one approach. These workshops can help lay the foundation for the development of resilience skills and often are combined with other approaches such as using LEGO® SERIOUS PLAY® methods (Anthoney et al., 2017); cognitive behavior training (Rogers, 2016); or simply focusing on individual resilience skill building one at a time (Bird et al., 2017). However, these positive coping strategies and skills can also be infused directly into the curriculum using a variety of approaches in the classroom:
1. Encourage a Growth Mindset
Resilient students don’t interpret mistakes as failure—they see them as opportunities to grow. Cultivating a growth mindset helps learners reinterpret academic setbacks as temporary and solvable, reinforcing persistence and adaptability. Teaching students that intelligence and abilities can be developed through effort, persistence, and learning from mistakes is not only a best practice, it is a foundation for building “positive adaptational strategies” that lead to resilience (Jang et al., 2023, p 162). Helping students set realistic goals, reflect on their progress, and make revisions to assignments can help them grow as learners who understand that continual improvement is a process. Add the word “yet” to your feedback vocabulary. Feedback such as “This is a great first draft, let’s build on what you have by…” can encourage students to think iteratively about their work while also becoming resilient to constructive feedback that offers them growth potential. A growth mindset can help students bounce back from earning poor grades or feedback they find confusing and reinforces the idea that adversity is a growth opportunity.
2. Normalize a culture of failing forward
One of the key traits of academically resilient students is the ability to recover from failure. By normalizing failure as part of the learning process, we help students reframe setbacks as integral, not terminal, moments in their academic development. Share stories of successful individuals who faced failure and emphasize that setbacks are a natural part of learning. Many of us have heard the story of Post-It Sticky Notes, the ultimate learning-from-failure success story. Find stories of failure that will resonate with your students and let them know it’s ok to fail. As Thomas Edison said, “I have not failed. I’ve just found 10,000 ways that won’t work.” Students who learn how to fail forward tend to persist longer in the face of academic challenges (Zemack-Rugar et al., 2021).
3. Provide Constructive Formative Feedback
Feedback is not just a teaching tool—it’s a critical component in building resilience. Actionable, timely guidance supports student self-efficacy, encouraging them to see challenges as solvable and effort as worthwhile. Offer specific, actionable feedback rather than just praise or criticism, helping students understand how to improve. Instead of just pointing out APA formatting errors, provide concrete resources for students to find solutions to help them develop problem-solving behaviors.Constructive, actionable feedback not only provides continual improvement and growth opportunities, but it is tied closely to student motivation (Aslam et al., 2024). Motivation, particularly intrinsic motivation, has long been studied as a positive correlating factor to resilience (Paul et al., 2015). Recognize efforts and progress by celebrating improvements and persistence, not just high achievements, to reinforce resilience-building behaviors. Be specific in praise and use constructive criticism where there are opportunities for improvement. Use the LMS to help students track their progress and find their feedback. Incentivize the use of feedback to improve by using drafts or peer review activities. No matter how you provide constructive feedback, make sure it is formative, timely, and actionable. Students’ belief in their ability to improve through effort is a key resilience trait.
4. Teach Academic Self-Regulation Strategies
Self-regulation gives students the tools to manage stress and academic demands without feeling overwhelmed. These habits of planning, time management, and organization are key in maintaining persistence when things get tough. Help students develop time management, organization, and goal-setting skills to navigate academic demands. These self-regulation behaviors have been shown to have a positive relationship with resilience (De La Fuente et al., 2017). Break down tasks into manageable chunks, provide templates where possible, and establish routines. Promote goal setting behaviors by reminding students well in advance of large projects or tasks. Take advantage of your LMS tools to set up calendars, due dates, and organized modules. Model these behaviors by sticking to a grading and response schedule. By encouraging learners to take control of the learning process as much as possible, they become self-reliant and more able to focus emotional and cognitive energy on problem-solving in and out of the classroom.
5. Promote Problem-Solving Skills
At the heart of resilience is the ability to approach problems constructively. When students learn to break down academic challenges and explore solutions, they build confidence in their ability to cope and adapt under pressure. Strong problem-solving skills are one of the primary contributors to academic resilience (Meneghel et al., 2019). These skills allow them to adjust and take active steps to cope with a presented problem. By encouraging students to analyze challenges critically, break them down into manageable steps, and develop solutions, we can help them further practice and develop these skills. Emphasize process over product and encourage creativity in assignments. Use real-world problems to connect the content to outside the classroom. Pedagogical techniques such as case studies, problem-based learning, or games and simulations can promote problem-solving skill practice.
6. Foster a Supportive Classroom Community
Feeling connected to others is a powerful buffer against stress. A supportive learning community gives students the emotional grounding they need to stay engaged and bounce back when academic or personal challenges arise. Create an environment where students feel comfortable asking for help and collaborating with peers. Provide spaces for students to get to know each other and chat about life outside the classroom. Use open communication strategies and approach student questions and concerns with empathy and cultural sensitivity. Icebreakers, team work, and using the LMS for watercooler or peer-to-peer chat spaces are other ways to foster communication and support. Strong community creates a buffer against stress and helps students persist in the face of difficulties.
7. Create a sense of Autonomy and Empowerment
Resilient students feel a sense of ownership over their learning. Providing space for student voice and offering meaningful choices helps cultivate autonomy, which is a protective factor against disengagement in the face of obstacles. Provide opportunities for student contributions to their learning process in either voice or choice. Autonomy and empowerment can create a barrier against helplessness which can in turn improve resilience.
Student voice
Student agency in the learning process can be approached in a variety of ways. Students can be included in the curriculum design process as co-creators and assist in the shared development of syllabi, assignments, and class guidelines. While this approach takes time, it can provide deeper learning opportunities and provide students with a sense of agency, control, and investment in the content. Solicit feedback at regular intervals from students about your curricular and pedagogical strategies then implement transparent changes based on their feedback.
Student choice
When appropriate, consider offering flexible assignment submission options to allow students to choose how they demonstrate learning. For reflection or journal activities, consider accepting videos, poetry, photo collages, or other creative means of expression in addition to written submissions. Ask yourself “does this learning outcome need to be assessed using a paper / presentation/ quiz?” or can you offer students a variety of options to choose from to demonstrate their learning?
8. Model Resilience
When educators openly share how they navigate challenges, students gain powerful real-world examples of resilience. This modeling demystifies the coping process and encourages students to develop similar strategies. Demonstrate perseverance in the face of difficulties, sharing personal experiences where you overcame obstacles. Be vulnerable with your students and show them the real person behind the keyboard. Talk through your problem-solving strategies and ask students how they might approach the situation.
9. Encourage Help-Seeking Behavior
Knowing when and how to ask for help is a critical resilience skill. By normalizing and incentivizing help-seeking, we reduce stigma and reinforce students’ ability to mobilize resources during times of stress or uncertainty. Normalize the use of academic support resources, such as tutoring, office hours, and mental health services. Make explicit connections to the services offered and how they will help the students. Reward or highlight successful help-seeking. Create scavenger hunts or bonus activities to encourage students to find resources or make resources required components of assignments. Students who are resilient and resourceful often view help-seeking as a strength not a weakness. Modeling help-seeking behavior in your own teaching can reduce the stigma of asking for help.
10. Develop Coping Strategies for Stress
Academic resilience isn’t just mental—it’s also emotional and physiological. Teaching stress management strategies equips students with tools to remain calm, focused, and effective when facing difficult situations. Encourage students to incorporate techniques like mindfulness, deep breathing, and positive self-talk to help them manage anxiety. Provide clear expectations and positive reinforcement that shows empathy and understanding. Talk to students about how they manage stress and provide examples of options provided by the institution.Managing stress supports executive functioning and academic persistence. Don’t forget to use these techniques to manage your own stress and well-being. Remember to put your oxygen mask on first before assisting others!
By integrating these resilience-building strategies into our educational practices, we empower students to face life’s challenges with confidence and adaptability. These skills not only enhance their academic journey but also prepare them for the complexities of the world beyond higher education. As educators, our commitment to fostering resilience can make a lasting impact on their personal and professional lives, equipping them to thrive in any environment they encounter.
References
Anthoney, J., Stead, R., & Turney, K. (2017). Making connections and building resilience: Developing workshops with undergraduates. Knowledge Management & E-Learning: An International Journal, 9(3), 404-418. https://doi.org/10.34105/j.kmel.2017.09.025
Aslam, R., Khan, N., & Ahmed, U. (2024). Constructive Feedback: A Key to Maximize Students’ Motivation towards Science at Secondary Level. Journal of Social Sciences and Media Studies, 8(1), 66-77. https://doi.org/10.58921/jossams.08.0issue 1.0339
Bird, A. N., Martinchek, M., & Pincavage, A. T. (2017). A curriculum to enhance resilience in internal medicine interns. Journal of graduate medical education, 9(5), 600-604. https://doi.org/10.4300/jgme-d-16-00554.1
De La Fuente, J., Manuel Martínez-Vicente, J., López-García, M., Zapata, L., & Mariano-Vera, M. (2017). Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students. Estudios Sobre Educacion, 32, 9–26. https://doi.org/10.15581/004.32.9-26
Jang, E., Seo, Y. S., & Brutt‐Griffler, J. (2023). Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement. Reading Research Quarterly, 58(1), 160–176. https://doi.org/10.1002/rrq.486
Meneghel, I., Martínez, I. M., Salanova, M., & Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875–890. https://doi.org/10.1002/pits.22253
Paul, H., Sriram, S., Subalukshmi, S., & Mala, V. (2015). Resilience, academic motivation and social support among college students. Indian Journal of Positive Psychology, 6(1), 106-110. https://doi.org/10.15614/ijpp/2015/v6i1/88487
Rogers, D. (2016). Which educational interventions improve healthcare professionals’ resilience?. Medical teacher, 38(12), 1236-1241. https://doi.org/10.1080/0142159x.2016.1210111
Zemack-Rugar, Y., Corus, C., & Brinberg, D. (2021). The Academic Response-to-Failure Scale: Predicting and Increasing Academic Persistence Post-Failure. Journal of Marketing Education, 43(1), 103–119. https://doi.org/10.1177/0273475319826628
As senior researcher at OLC, Carrie designs, conducts and manages the portfolio of research projects that align with the mission, vision, and goals of the Online Learning Consortium. She brings with her over 15 years of experience as an online educator and instructional designer with a passion for research. She has peer-reviewed publications covering a variety of topics such as open educational resources, online course best practices, and game-based learning. In addition to a strong background in higher education teaching and instructional design, Carrie brings with her extensive experience in customer service and small business management. She holds a PhD in Educational Technology from Arizona State University, an MS in French from Minnesota State University, and BA in French from Arizona State University.
