When we talk about public schools, it’s easy to focus on numbers, report cards, and state benchmarks. However, some of the most powerful lessons aren’t captured on a spreadsheet—they’re found in the stories of resilience and growth that happen every single day in classrooms across the country.
According to Positive Psychology, resilience is the ability to adapt to and recover from difficult situations, challenges, or misfortune. It’s a term often used to describe someone’s ability to bounce back and try again after setbacks. But resilience isn’t just a buzzword. It’s about turning adversity into action—choosing to rise up when it might be easier to stay down.
And right now, resilience is something educators need more than ever. We’re living in uncertain times. Federal funding has been cut, districts are scrambling to adjust to shifting mandates, and state report cards are looming—often showing performance below benchmarks. Administrators are doing their best to boost student achievement with fewer resources, while teachers carry the weight of high-stakes accountability.
Mary Mangione, MA
I see this reality in my own district. Not all of our schools are meeting state requirements. Each fall, as summative designations are released, we’re reminded that our work is measured not by our effort but by whether or not we’re meeting the needs of all students—not just some. That’s a sobering thought. And it raises a big question: how do we get from meeting some needs to meeting them all?
A couple of summers ago, I had the fantastic opportunity to attend a conference where Zaretta Hammond spoke about Cognitive Justice. She challenged us to think about how well-intentioned educators sometimes unintentionally widen the achievement gap by underestimating students with additional support needs because of the color of their skin, the language they speak, or their socioeconomic background. Too often, schools hold back on advanced cognitive work until students “master the basics.” The result? Students—especially African American and Latino students—lose opportunities to stretch, think critically, and engage in meaningful, higher-order learning.
In a book she published in 2014, she lays out why we must change our classroom practices to truly serve all students. If we want a fair environment, we can’t just lower the bar to meet students where they are. We must raise expectations while also providing the necessary support to help them meet them.
I’ve seen this play out firsthand. In my first years at an alternative high school, the classrooms were mainly teacher-driven. Teachers did the talking, while students occasionally glanced up from their phones. It wasn’t working. Over time, we began to shift toward student-centered learning. Now, lessons are built around learning targets aligned with standards. Students are the ones doing the talking—using academic vocabulary, participating in Socratic seminars, monitoring their own progress, and getting actionable feedback.
Mary Mangione, MA
But let’s be honest: shifting from a teacher-centered to a student-centered classroom is a heavy lift. It requires teachers to reflect deeply on their own practices and be willing to change. And change is hard. So how do we encourage educators to believe that when they adjust their practices, students will succeed? How do we support teachers in becoming resilient enough to try new strategies, fail, and try again—just as we ask our students to do?
This is where Guskey’s Teacher Change Theory helps. Guskey reminds us that teachers don’t change their beliefs first. Instead, they modify their practices—often reluctantly—due to new expectations or professional development. But once they see positive results in their students, their beliefs shift. And when attitudes shift, teachers are far more likely to keep experimenting, adapting, and improving. It’s a cycle of professional growth that requires resilience from educators as much as from students.
From my experience, resilient teachers are the ones who are willing to try something new, seek feedback, and then try again. They don’t view failure as the end—it’s part of the process. And when teachers model this kind of resilience, students notice. They begin to see that mistakes aren’t signs of weakness—they’re stepping stones to growth.
The truth is, resiliency in education isn’t just about bouncing back. It’s about moving forward—stronger, smarter, and more united—despite the obstacles in front of us.
Mary Mangione, MA
Moving Toward Schoolwide Change
The truth is, resiliency in education isn’t just about bouncing back. It’s about moving forward—stronger, smarter, and more united—despite the obstacles in front of us. The stories of students and educators who grow through challenges remind us that, while the work is hard, it is deeply worthwhile.
And if we want resilient students, we must first be resilient educators.
written by
Mary Mangione
Mary Mangione is a coach for school building leaders specializing in creating specialized programming, restorative practices, adversity-informed schools, school-based mental wellness interventions, and multi-tiered systems of support. She has been a private tutor for students with special needs, special education teacher for ED/BD/ASC, mentor for a social services organization, substance abuse case manager, and assistant principal and principal of specialized and public alternative schools. Outside of her professional work, she enjoys traveling, eating great food, providing taxi services for her two sons, binging Netflix, and is an active yogi. Mary is an Administrative Coach for Building Leaders with her Bachelors in Fine Arts with an Emphasis in Graphic Design and Painting, Master of Arts in Special Education, and Master of Arts in Principal Leadership.
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