By Nani Teig, University of Oslo, Norway and 2022 GEM Report Fellow
Every child, no matter their circumstances, carries within them an incredible potential to excel. But far too often, poverty creates barriers that prevent these sparks from turning into flames. Against all odds, some students rise above these challenges despite their circumstances. These students are considered to be ‘academically resilient’. They have shown us that despite the challenges they face, they can, and do, succeed. But the question remains: How do they achieve this success?
As a 2022 GEM Report Fellow, I conducted a study examining teachers’ role in mathematics and science classrooms to shed light on the surprising success of students from low-income families. The study drew on student and teacher data from the Trends in Mathematics and Science Study (TIMSS) 2019 for Grade 4 from 58 education systems across the world, including in America, Europe, Africa, Asia, and the Middle East. The goal was to understand how widespread academically resilient students are worldwide and to identify teaching practices that foster academic resilience.
The findings revealed some intriguing patterns. Although the number of resilient students differed across education systems and subjects, the data illuminated a universal trend: the effect of teachers and their teaching quality on student success. Specifically, my study identified three notable teaching practices that differentiate resilient and non-resilient students. These practices provide valuable insights into how education can be tailored to support students from low-income families in overcoming challenges and achieving academic success.
- Orderly Classroom
Contrary to what it may sound like, an orderly classroom doesn’t simply mean quiet students and a tidy room. It’s an environment where students know what is expected of them, where the focus is on learning, and where disruptions are minimized. This aspect is especially crucial for students from disadvantaged backgrounds, who often encounter various challenges outside of school. A consistent and orderly classroom setting provides essential stability for their learning.
As shown in my study, a larger proportion of disadvantaged students identified as resilient are found in the classrooms where disorderly behaviour is minimal. In contrast, classrooms characterized by frequent disorderly behaviour tend to have a lower proportion of resilient students from disadvantaged backgrounds. This finding highlights the importance of a structured and predictable classroom environment not just for maintaining discipline, but also as a key factor in fostering the academic resilience of students who may already be facing significant external challenges.
Imagine a mathematics classroom where the teacher efficiently transitions from one activity to another, minimizing idle time. Here, the students know when to listen attentively, when to work independently, and when to collaborate with their classmates. Rules are clear and consistently enforced, leading to a calm and focused environment.
The result? Students have the mental space to grapple with complex mathematics problems without being hindered by unnecessary distractions. They feel more in control and are more likely to embrace challenges, essential qualities of academic resilience.
- Teacher support and instructional clarity
The study highlighted a key factor in the academic success of disadvantaged students: in classrooms where teachers provided high levels of support and instructional clarity, these students were more likely to be classified as resilient. This trend was found in both mathematics and science classrooms.
Supportive teachers establish positive relationships with students, nurturing trust and enhancing their motivation to learn. Such support is especially crucial for socioeconomically disadvantaged students, who often face social and emotional challenges. In a classroom where students feel respected, heard, and valued, they’re more likely to participate, take academic risks, and persevere through challenging tasks.
Clear and explicit instruction is another cornerstone of quality teaching that the study highlighted. This factor becomes paramount for disadvantaged students who may face obstacles, such as a lack of prior knowledge or language barriers. They may require detailed explanations to grasp the content effectively. Teachers who are skilled at explaining content in relatable ways, such as linking mathematics and science concepts to everyday life, are more likely to engage students and keep them motivated.
- Cognitively activating instruction
Another important finding from the study is the significance of cognitively activating instruction in engaging students, particularly those from disadvantaged backgrounds. This approach involves challenging students with tasks that require reasoning, problem-solving, and critical thinking.
In mathematics classrooms, a greater percentage of disadvantaged students classified as resilient was found to engage more frequently in cognitive activation strategies compared to their non-resilient peers. To illustrate, such strategies might include activities where students apply mathematical reasoning to real-world problems, rather than focusing solely on formulas and equations. For example, students could be tasked with planning a budget for a party, actively engaging them in applying mathematical concepts to practical situations. This approach serves as an example of how cognitive activation in classrooms can foster deeper understanding and application of mathematical principles.
Similarly, the study found that in science classrooms, a higher proportion of disadvantaged students classified as resilient reported having more frequent engagement with cognitively challenging tasks, especially those involving scientific investigation. In this context, a teacher may encourage students to explore broad scientific questions or phenomena, such as, “Why are bees important for our environment?” and encourage students to conduct an investigation. This question incites students to engage in various scientific practices, like forming hypotheses, conducting experiments, and analysing data, to reach answers. It allows them to see the real-world implications of science, making the learning experience more engaging and relevant.
The power of teachers and their teaching quality
The findings from this study highlight the importance of the ‘how’ in teaching. It’s not merely about delivering the curriculum but ensuring the process is engaging, supportive, and meaningful for each student. It’s a powerful reminder that the quality of teaching is more than a requirement—it’s an essential catalyst for fostering resilience in disadvantaged students.
It’s not just the teaching, though. At the heart of this transformative process are the teachers themselves—their skills, their attitudes, and their unwavering commitment. Teachers are the ones who breathe life into the curriculum, turning abstract and complex concepts into real-world scenarios that resonate with students. They are the human element that brings empathy, understanding, and inspiration to the learning environment.
In the quest for equitable education, the potential for success resides within every student. Teachers, with their quality teaching, are the key to unlocking this potential. Their commitment to quality teaching can shape the academic landscape into a haven where every learner, regardless of their background, can thrive. Through this lens, we see not only the barriers faced by disadvantaged students but also the bridges that quality teaching can build towards success.
