BALTIMORE — Students who experience "learned helplessness" — the belief that even with effort, they will not progress — can resist help, be quick to surrender academically and exhibit passive behaviors, said speakers at the Council for Exceptional Children's annual convention on Thursday.

To educators and families, these students — whether with or without disabilities — may seem lazy, defiant and resigned to failure, speakers including special education teachers from Alabama told a conference session.

However, students' lack of self-confidence and sense of powerlessness can actually stem from early childhood traumas and from past negative school experiences. But all is not lost, the speakers said: Learned helplessness can be unlearned through academic interventions and by celebrating successes — even small accomplishments.

"When we get these babies and they come to us at 3, 4, preschool age, we have got to start pumping them up to think that they can conquer the world," said Michelle Griffin, a learning specialist at Tarrant City Schools in Tarrant, Alabama. 

Here are the speakers' recommendations for increasing students' resilience and control over their learning:

Encourage a growth mindset

For students with learned helplessness, success can feel out of reach, leading them to believe that no matter how hard they try, they'll miss the mark, said Danielle Edison, a special education teacher in Tuscaloosa City Schools in Alabama.

Over time, this pattern can contribute to a significant learning gap and lower academic achievement. "By recognizing these signs early and implementing strategies to counteract them, we can help students regain confidence in their ability to take ownership of their learning," Edison said.

Teaching students to have a growth mindset — a belief that one's abilities can improve through strategies and dedication — can help combat learned helplessness, the speakers said.

To help students recognize their potential to improve, educators can encourage them to ask for help when needed. Teachers should also avoid doing the work for the students, setting unrealistic goals, or preventing them from making mistakes, the speakers said.

"We can encourage a growth mindset by helping students use setbacks as learning opportunities rather than insurmountable barriers," said Lena Cantrell, a 10-year Alabama educator who is pursuing an education specialist degree in special education at the University of Alabama. "Students become more willing to persevere when they see that failure is a step, not a stop."

Have a supportive learning environment

Equity-focused interventions are another important tool. According to Cantrell, these can help students feel valued and capable of success. 

"Cultivating a supportive environment plays a pivotal role," Cantrell added. "When students know they are in a safe, understanding and encouraging space, they're more likely to engage actively and take risks in their work."

Giving students autonomy in their learning and encouraging them to advocate for themselves can strengthen their problem-solving skills and confidence, Cantrell said.

This doesn't mean teachers are on the sidelines, said Amy Yarbrough, a special education teacher in Alabama's Jefferson County Schools. Teachers can support students' sense of control in their learning through physical and verbal prompts or by modeling a desired task.

For example, by showing students how to close a plastic sandwich bag and then encouraging the student to do it on their own, a student can become more independent in that activity, Yarbrough said.

Celebrate wins

To help students overcome negative thoughts about their potential, teachers need to show positivity and encourage their students to be realistically optimistic. That means celebrating even the small steps toward success.

Having positive affirmations can increase students' motivation and resilience, the speakers said.

"Help them experience success over and over again so that they'll want to experience it more," Griffin said.