Summary
This professional development session introduces educators to the science of Hope and its critical role in student success, resilience, achievement, and well-being. Participants will explore how Hope differs from optimism, learn about Dr. Chan Hellman's research and Hope theory, and leave with practical strategies to intentionally cultivate Hope in students. The session is grounded in the understanding that Hope is: measurable, malleable, and attainable. Participants will develop a strong understanding that Hope is not simply wishful thinking or positivity but a science-based construct that can be intentionally taught and strengthened through educational practice.
Essential Questions
Why does Hope matter in education?
Learning Objectives
Explore the research behind the science of Hope.
Distinguish between optimism and Hope.
Recognize the three components of Hope (goals, pathways, agency) and how educators can influence these.
Develop practical strategies to build Hope in students.
Snapshot
Engage
Participants complete the Snyder Hope survey and consider the importance of Hope in their own lives and experiences.
Explore
Participants explore the similarities and differences between Hope and optimism.
Explain
Participants read and discuss research about Hope, then create a visual summary of the components of Hope as described in the research.
Extend
Participants respond to student scenarios, considering how to support the creation of goals, pathways, and agency in each case.
Evaluate
Participants reflect on activities discussed in the session and plan for how they could foster students’ Hope in their classrooms.
Materials List
Presentation Slides (attached)
Instructional Strategy Note Sheet handout (attached; one per participant)
Hope Scales Surveys handout (attached; two-sided; one per participant)
Hope Sunflower handout (attached; one per participant)
Card Sort Cards (attached; one per group of four)
Research Article Summaries handout (attached; one copy per six participants)
Student Scenario Cards (attached; one card per group of four)
Sticky notes (five per participant)
Easel pads or chart paper
Markers
Blank paper
Preparation
Prior to the session, print and cut out the Card Sort Cards and use a paperclip, envelope, or zip-top bag to keep them together. Create enough packets of cards for each group of four participants to have one set.
Engage
10 Minute(s)
Use the attached Presentation Slides to facilitate the session. Display slide 2 to introduce participants to the session title and topic. Pass out a copy of the Instructional Strategy Note Sheet to each participant. Explain that as they go through the session they should take notes on the strategies that are used. Move to slide 3 and ask participants to think about times that they faced obstacles. Invite them to talk about how they overcame and succeeded despite these obstacles with an Elbow Partner. Ask for volunteers to share with the whole group. Move to slide 4 and pass out a copy of the Hope Scales Surveys to each participant. Give participants time to fill out the Adult Hope Scale. Then, have them look over the Children’s Hope Scale to compare the two surveys.
When they are finished, move to slide 5 and ask participants to answer the questions on the screen. Pass out a copy of the Hope Sunflower handout to each participant. Display slide 6 and have participants answer the prompt in one of the petals of the flower.
Use slides 7–8 to go over the essential question and the learning objectives.
Explore
15 Minute(s)
Transition to slide 9 and introduce participants to the Card Sort instructional strategy. Put participants into small groups. Explain that participants will sort the cards into two categories: Hope and optimism. Once participants have finished sorting the cards, facilitate a discussion about how we use the word Hope in everyday conversation and how that might change its meaning.
Move to slide 10. Read the prompt to the participants and ask them to fill out a second petal on the flower.
Explain
15 Minute(s)
Display slide 11 and introduce Dr. Hellman’s TEDx video The Science and Power of Hope. Explain that the video will go over what Hope is and show the video on the slide.
Pass out five sticky notes and one article to each participant from the Research Article Summaries. Move to slide 12 and explain to participants that as they read, they should make note of words, phrases, or ideas they think are important. Tell them to put each word, phrase, or idea on a separate sticky note. Transition to slide 13 and introduce participants to the Affinity Process instructional strategy. Instruct participants to take their sticky notes to their poster. As a group, they should organize their sticky notes into similar themes. Ask them to add a title to each group of sticky notes. Invite groups to share their themes and what they wrote on the sticky notes. Ask participants to return to their seats. Move to slide 14 and have participants fill out the third petal on their sunflower with the answer to the prompt.
Transition to slide 15 and go over the three components of Hope. Organize the participants into three groups for each component of Hope. Give each group a piece of large chart paper. Move to slide 16 and introduce participants to a modified version of the Color, Symbol, Image instructional strategy. Instruct participants to divide their paper into four quadrants. Explain to participants to select a color, write a summary, and draw an image that represents their component in the corresponding quadrants of the chart paper. The bottom right quadrant is left blank. Display slide 17 and have groups share what they put in each quadrant and why with the whole group. Ask participants to return to their seats. Move to slide 18 and have participants fill out the fourth petal on their sunflower with the answer to the prompt.
Extend
Move to slide 19. Pass out one of the Student Scenario Cards to each table group. Explain that they should read the scenario aloud and then determine a goal, a pathway, and agency for the student. When participants are done with developing a solution, invite participants to share what their group came up with. Display slide 20 and have participants fill out the fifth petal on their sunflower with the answer to the prompt.
Pass out blank sheets of paper to each participant. Move to slide 21 and introduce participants to the Commit and Toss instructional strategy. Instruct participants to answer the question on their paper without writing their names. Show slide 22 and ask participants to crumple their paper and toss it across the room. Have them retrieve a paper that is not theirs, read the answer, then share it with a partner. Invite participants to share their thoughts with the whole group.
Evaluate
Transition to slide 23. Ask participants to return to their CSI poster. Explain that they will be filling in the bottom right quadrant with their definition of Hope. Invite participants to share their definition of Hope and facilitate a discussion about the similarities between the groups.
Ask participants to return to their seats. Move to slide 24 and ask participants to fill out the sixth petal on their sunflower with the answer to the prompt. Once participants have finished that, show slide 25. Instruct participants to move to the center of the sunflower and complete the prompt “Hope is…”
Move to slide 26 and read the quote from Dr. Hellman on the slide. Display slide 27 and provide participants with a review of the instructional strategies used in this session.
Research Rationale
Across multiple studies, hope consistently emerges as a measurable, malleable, and attainable psychological strength that directly supports adolescents’ academic success, well-being, and resilience. Hope theory, which is built on goals, pathways, and agency, provides a clear cognitive framework to help students envision meaningful futures, generate strategies for progress, and sustain motivation despite obstacles (Bryce et al., 2020; Kirby et al., 2022).
Research demonstrates that higher hope predicts stronger academic engagement and outcomes, reduced anxiety, and improved coping skills in middle and high school students (Bryce et al., 2020; Marques et al., 2011). Hope-based interventions, including brief school programs, mentoring relationships, and structured curriculum, have been shown to increase students’ hopeful thinking, life satisfaction, self-worth, and resilience (Marques et al., 2011; Kirby et al., 2022; Sulimani-Aidan et al., 2019). Even youth facing significant adversity, including exposure to domestic violence or high ACE scores, show measurable gains in hope and related strengths when provided with intentional support (Hellman & Gwinn, 2017; Hellman et al., 2023).
Collectively, these findings highlight hope as a foundational skill educators can cultivate to strengthen students’ academic trajectories, emotional well-being, and long-term resilience. Embedding hope practices into school culture equips students with the cognitive tools needed to navigate challenges and pursue meaningful goals.
Resources
Bryce, C. I., Fabes, R. A., Alexander, B. L., & Fraser, A. M. (2020). Dimensions of hope in adolescence: Relations to academic functioning and well-being. Psychology in the Schools, 57(2), 171–190.
Gwinn, C., & Hellman, C. (2019). Hope rising: How the science of hope can change your life. Morgan James Publishing.
Hellman, C. M., & Gwinn, C. (2017). Camp HOPE as an intervention for children exposed to domestic violence: A program evaluation of hope, and strength of character. Child & Adolescent Social Work Journal, 34(3), 269–276. https://doi.org/10.1007/s10560-016-0460-6
Hellman, C. M., Pharris, A. B., & Muñoz, R. T. (2023). Responding to adverse childhood experiences: The science of hope as a framework for action. Advances in Social Work, 22(3), 1066–1083. https://doi.org/10.18060/25632
K20 Center. (n.d.). Affinity process. Strategies. https://learn.k20center.ou.edu/strategy/87
K20 Center. (n.d.). Card sort. Strategies. https://learn.k20center.ou.edu/strategy/147
K20 Center. (n.d.). Color, symbol, image. Strategies. https://learn.k20center.ou.edu/strategy/161
K20 Center. (n.d.). Commit and toss. Strategies. https://learn.k20center.ou.edu/strategy/119
K20 Center. (n.d.). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
Kirby, K., Sweeney, S., Armour, C., Goetzke, K., Dunne, M., Davidson, M., & Belfer, M. (2022). Developing hopeful minds: Can teaching hope improve well-being and protective factors in children? Child Care in Practice, 28(4), 504–521. https://doi.org/10.1080/13575279.2021.1924121
Marques, S. C., Lopez, S. J., & Pais-Ribeiro, J. L. (2011). “Building hope for the future”: A program to foster strengths in middle-school students. Journal of Happiness Studies, 12(1), 139–152. https://doi.org/10.1007/s10902-009-9180-3
Sulimani-Aidan, Y., Melkman, E., & Hellman, C. M. (2019). Nurturing the hope of youth in care: The contribution of mentoring. American Journal of Orthopsychiatry, 89(2), 134–143. https://doi.org/10.1037/ort0000320
TEDx Talks. (2021, June 21). The science and power of hope | Chad Hellman | TEDxOklahomaCity [Video]. YouTube. https://www.youtube.com/watch?v=qt0fRSx5Kl4