As educators, stress is an ever-present reality. But what if we could reframe stress—not as a threat—but as fuel for growth and purpose? I was introduced to the concept of hardiness in a podcast with instructional coaches and coaching trainers, Lana Cecil and Angela Buckingham, from ESC 13 in Austin, Texas. They shared how they explored the concept from Stein and Bartone’s book, Making Stress Work for You to Achieve Your Life Goals, which defines hardiness as a set of attitudes—Commitment, Control, and Challenge—that protect us from the negative impacts of stress and help us thrive in demanding environments. Teachers today are juggling multiple expectations, pressures, and shifting demands. Developing hardiness can help them stay rooted and resilient. Instructional coaches can play a pivotal role in cultivating these attitudes in teachers.
Commitment
Stein and Bartone define commitment as “the tendency to be involved with people, things, and contexts rather than being detached, alienated, or disengaged.” It reflects a deep sense of purpose and engagement. People high in commitment see life as meaningful and worthwhile. On the podcast, Angela shared a great story around asking a man, who during road construction, holds the signs to slow down or stop, and then flips the sign, “Man, that must be a boring job?” And he answers, “Oh, no, I keep people safe.”
That’s a real picture of being involved.
“Working hard for something we don’t care about is called stress. Working hard for something we love is called passion.”
Simon Sinek, “Start with Why”
I see commitment aligning with Simon Sinek’s work with “WHY.” Instructional coaches should be providing opportunities for teachers to reflect on and state their “WHYs”. What are they committed to make happen for their students. Then, the coach can join as a partner valuing the teacher’s commitment and spotlighting the teacher’s efforts and indicators of progress toward that teacher’s goal. I describe that coaches need to know a teacher’s agenda, part of which is understanding their commitment. Only then can a coach be a true partner with the coachee.
Angela and Lana suggest these coaching questions to support commitment.
- What’s most important to you?
- How can we prioritize what’s most meaningful and let go of what is not?
- When do you feel at your best?
- What successes can we celebrate?
- What have you already figured out, and what do you want to find out?
- What might be fun to try?
Control
Stein and Bartone identify control as “the belief that one can influence the events of one’s experience. It is not the illusion of total control, but the perception that your actions make a difference. “This is about personal agency—the sense that, even in the face of stress or adversity, your efforts can influence outcomes. For teachers, this could mean believing that intentional strategies can impact student actions and learning outcomes, and that reflection can lead to improvement.
A common coaching approach for me, as I listen to a teacher describe a problem, is to get a clear picture of what the first signs of improvement might look or sound like. In the book, Switch: How to Change Things When Change is Hard, by Chip and Dan Heath, I was introduced to solution focused therapy. The solution-focused therapist looks for a solution to the problem at hand with the question, “If a miracle happened, and the problem was gone, what are the first small things you would see that would make you think the change had happened?” The therapist questions to get the picture of the change in concrete, very specific terms. They focus their patients on the first hints of the miracle, asking, “What’s the first small sign you’d see that would make you think the problem was gone” because they want to avoid answers that are overly grand and unattainable. When the picture is clear, the therapist follows with the question, “When was the last time you saw a little bit of the miracle, even just for a short time?” This question demonstrates to the client that she can solve the problem and at least in a small way already has, in some circumstances. That’s a good indication of control.
Lana and Angela’s suggested these questions supporting control.
Do you need me to just listen or offer help?
If you were giving advice to someone in your same situation, what would you say to them?
What do you think is best?
What is easy and doable?
What is our first, small step?
What do you want to say “yes” to, and what do you need to say “no” to?
Where would it be best to spend your energy?
What is in your control?
What can we let go of?
Challenge
Stein and Bartone describe challenge as “the belief that change and new experiences are normal and that they offer opportunities for growth rather than threats to security.” This mindset embraces change as a constant and stress as a chance to develop. Challenge invites us to see change and difficulty not as threats but as opportunities to grow. Teachers high in challenge are more likely to experiment with new techniques, welcome feedback, and adapt to evolving student needs with curiosity rather than fear.
Lana and Angela noted a key understanding around the mindset of challenge: “stress is enhancing not debilitating.” Coaches support teachers in developing these thoughts.” I can learn something from this. It’s not going to hijack my rational thought. It’s not going to hijack my focus. I’m going to take this focus, and I’m going to move forward with the challenge.
Angela and Lana’s suggested these questions to support challenge
What can we learn from this?
What else might be true?
What lessons from past successes can you apply to this situation?
How will you feel once we’ve reached the goal?
What could you do right now or today?
What are you willing to try?
Who can you partner with to help you with this challenge?
Hardiness doesn’t mean avoiding stress, it means learning to engage with it constructively. Coaches are in a unique position to help teachers see stress differently—as a sign they’re in the right place, doing meaningful work, and growing. Coaches can mirror hardiness for the teachers and teams they serve.
Contact Angela: angela.buckingham@esc13.txed.net
Contact Lana: lana.cecil@esc13.txed.net
