It is well known that psychosocial factors such as students’ thoughts, attitudes, and beliefs are related to both academic achievement and socioemotional well being. Additionally, student self perceptions play a role in the achievement gap. Hope - one’s ability to believe in a better tomorrow, irrespective of one’s current circumstances, as well as the belief, and corresponding motivation, that one can get there - has been found to be both a powerful concept and influential predictor for children and adolescents, meaningfully related to improvements in happiness, health, and academic success. 

Quick and effective hope-based interventions can be implemented universally in schools to give more students, including those who face inequities due to factors beyond their control (e.g., poverty, stereotypes, racism), a stronger chance at academic success. Importantly, altering hope via interventions has been recognized as a strategy for closing the achievement gap.

The work of educators is also strongly influenced by their thoughts, attitudes, and beliefs. They, like students, can benefit from work that incorporates hope. The field of positive psychology has identified specific practices that boost hope, focus on strengths and encourage self-reflection. Educators who build the skill of being more hopeful are more likely to feel confident, motivated, and satisfied with their work thus reducing or preventing burnout and increasing their wellbeing.