Lessons Through Affirmations: Increasing Educators’ Capacity to Empower Children to Push Through

Abstract

This improvement science dissertation explores how affirmation-based practices can enhance teachers’ capacity to support student engagement, resilience, and healthy self-concept, particularly in high-needs urban classrooms. The researcher employed a participatory action research design using mixed methods over an eight-week intervention. The “Lessons Through Affirmations” program included structured daily affirmations, reflective journaling, and teacher professional development. Quantitative data from pre/post surveys and weekly rubrics indicated consistent growth across SEL domains, notably in student resilience and instructional confidence. Qualitative reflections and interviews revealed that students internalized affirmations, demonstrated improved emotional regulation, and took ownership of the practice, while teachers reported personal growth in self-awareness, tone, and flexibility. Despite the limitations of a small sample size (n=8), time constraints, and reliance on self-reporting, this study shows that culturally responsive affirmation strategies can actively transform classroom culture and support the well-being of both students and teachers