Gratitude is a topic in education that people either appreciate or roll their eyes at quietly. I understand why it can elicit mixed feelings. Often, it arises in professional conversations where expressing frustration or anger is necessary. However, I openly admit that I bring it up every chance I get.
The truth is, gratitude works. Research indicates that intentionally noticing and appreciating positive moments can enhance happiness, strengthen relationships, and alleviate stress. In one study, individuals who practiced gratitude regularly reported higher levels of well-being and lower levels of burnout (Emmons & McCullough, 2003). For educators, this finding is particularly significant.
Working in education, regardless of the role, presents numerous challenges. These challenges are real, often overwhelming, and sometimes seem entirely unfair. Yet, our shared belief in the power of education keeps many of us grounded. From custodians to superintendents, we all play a part in creating a community that helps young people grow. When we take a moment to recognize what is going well, even in small ways, it alters our perspective. Gratitude does not erase the complexities of our jobs, but it helps us see that we are part of something meaningful. As I write this, I can feel my mood lifting. Gratitude alters how we think and interact with one another.
Importantly, this practice is not limited to adults. Our students can also benefit from being given opportunities to express gratitude. When students learn to identify what they appreciate and express gratitude toward one another, they begin to develop empathy and a sense of community. Gratitude encourages them to value others’ contributions and recognize the support and care they receive.
Educators can cultivate this kind of classroom environment through small, intentional practices that require just a few minutes each day. For example, try ending a lesson by asking, “What’s something you’re grateful for from this lesson?” Alternatively, conclude the week with a “shout-out circle,” where students acknowledge a classmate’s effort or kindness. You could also create a gratitude wall or journal for learners to leave notes of appreciation. Even a simple question like “Who made your day better?” can change the atmosphere in a room.
These moments may seem insignificant, but they can have a significant impact on the sense of belonging that strengthens the entire community. When gratitude becomes a shared skill in the classroom, it shifts our focus from looking for the negative to seeking the positive. In doing so, it helps build a classroom environment where everyone feels welcome, valued, and seen.
This month, I invite you to incorporate gratitude and grace into your own routines. You may be surprised by how much good can grow from just a few small words of thanks.
Reflection
How could you invite your students to practice gratitude this week?
Take and Try-The Gratitude Circle
- Goal
- Build a routine for expressing appreciation and strengthening peer connections.
- Overview
- The Gratitude Circle is a 5-minute classroom routine designed to close the week or day on a positive note. It helps students recognize kindness, practice speaking respectfully, and notice positive contributions.
- Set the Tone
- Gather in a circle or online meeting space.
- Explain the routine
- “We’re going to take turns sharing something we’re grateful for about someone in this room.”
- Model
- Share a genuine example: “I’m grateful to Marcus for helping clean up after the art project.”
- Invite participation
- Each student can name one person or event for which they’re thankful.
- Close with reflection
- “What did you notice about what we shared today?”
Why It Matters
Regularly practicing gratitude builds positive emotion, resilience, and empathy. It helps students (and adults) remember that every classroom is a web of small kindnesses that make learning possible.
Sources:
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- Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389. https://doi.org/10.1037/0022-3514.84.2.377
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