Fostering Hope and Resilience through Third-Wave Positive Psychology in Schools

As a co-author of the recent study Exploring the Experiences of Hope among Young Black British Female Adult Racial Justice Activists, published in the European Journal of Applied Positive Psychology, I’m deeply passionate about how our findings can illuminate the path forward for educational spaces. Our research explores hope not as a vague ideal, but as a powerful mechanism for recovery, action and growth. It captures the emotional complexity of activism and the vital role education plays in nurturing and sustaining hope. 

This work resonates strongly with the principles of Third-Wave Positive Psychology (TWPP), which brings a more holistic, socially aware perspective to understanding human wellbeing. In this framework, schools are not just places of academic instruction but can become incubators of resilience, justice and community. They can offer students the tools to navigate the realities of racial discrimination with strength and purpose.  

Looking Beyond the Individual to Understand Hope 

Our study centered on the lived experiences of young Black British female racial justice activists and reflects the core values of TWPP. Unlike earlier approaches in positive psychology that often emphasised individual traits or isolated wellbeing, this third wave emphasises complexity. It recognises that wellbeing exists within cultural contexts, social systems and historical structures. 

The hope we examined in our research did not emerge in spite of adversity, nor was it separate from feelings of pain, anger or exhaustion. Instead, it existed alongside them. These activists demonstrated a hope that was deeply rooted in a collective struggle. It was practical, forward-looking and responsive to the realities of racial injustice. Rather than denying hardship, it acknowledged it and used it as fuel for action. 

This orientation toward action is a hallmark of TWPP. It moves beyond personal optimism to ask how individuals and communities can create meaningful change. In this way, our findings challenge schools to see hope not as a soft or sentimental emotion, but as a powerful, transformative force—especially for students facing systemic adversity.  

Supporting Students Through a TWPP-Informed Lens 

The implications of this work for schools are profound. When educators understand hope through the TWPP perspective, they gain new tools for supporting pupils who are grappling with the effects of racial discrimination. This begins with the recognition that healing and empowerment are inseparable from justice and agency. 

Creating Space for Real Emotions 

Students need to feel that their experiences are seen and taken seriously. TWPP urges us to validate young people’s emotional responses to discrimination. This includes acknowledging anger, grief and frustration, as well as celebrating their strength and defiance. By offering safe, respectful spaces for students to express themselves, schools help lay the groundwork for hope to take root. 

Empowering Students to Act 

Hope is more than a feeling—it’s a belief that change is possible and that one has the tools to pursue it. Schools can foster this belief by helping pupils recognise their own agency and develop strategies to navigate challenges. Some ways to do this include: 

• Giving students meaningful opportunities to share their experiences and advocate for change within the school 

• Teaching practical problem-solving and self-advocacy skills, including how to report discrimination and seek support 

• Introducing students to role models—past and present—who have confronted injustice and inspired progress 

Supporting Growth After Trauma 

Our study also showed that hope can be a pathway to resilience and post-traumatic growth. For students who have experienced racism, recovery is not about erasing the trauma but about transforming it. Schools can play a vital role in this process by offering support that is both culturally aware and trauma informed. This includes mental health resources, mentorship and community connections that affirm students’ identities and experiences.  

Reimagining Education as a Catalyst for Hope 

Education, when approached intentionally, can be a powerful vehicle for hope. This means going beyond curriculum reform and embedding justice, dignity and belonging into the entire educational environment. 

Developing Anti-Racist Curricula 

Schools must commit to challenging dominant narratives and offering diverse, inclusive content. This helps students make sense of systemic injustice and strengthens their understanding of the broader world. An anti-racist curriculum celebrates marginalised voices and equips students with critical tools for analysis and empathy. 

Building Advocacy Skills 

Equipping pupils with the skills to advocate for themselves and their communities reinforces their sense of agency. This includes communication, critical thinking, civic engagement and organising skills. These are not extracurricular—they are essential for meaningful citizenship and long-term wellbeing. 

Fostering a Sense of Belonging 

Perhaps most crucially, schools must create environments where all students feel seen, valued and safe. Belonging is not a luxury; it is foundational for learning and thriving. When students know they matter, they are more likely to believe in their future and to act with purpose and confidence. 

Hope as a Pathway to Justice and Flourishing 

Through the lens of Third-Wave Positive Psychology, hope emerges as a deeply grounded and pragmatic force. It helps students navigate real challenges—not by ignoring injustice but by actively responding to it. Our study highlights how hope can support pupils in reclaiming power, building community and imagining new possibilities, even in the face of adversity. 

In today’s schools, cultivating hope is not optional. It is a necessary part of helping all young people—especially those confronting systemic racism—find their voice, resilience and capacity for change.  

Reference 

Gentles, M. J., & Sims, C. (2025). Exploring the Experiences of Hope among Young Black British Female Adult Racial Justice Activists. European Journal of Applied Positive Psychology, 9(4).