Learned helplessness- a state where students feel incapable of succeeding- is a serious problem in upper-level high school science classes and it can lead to frustration and a lack of confidence. This arises in chemistry more than most other science classes because of the way that chemistry concepts build upon themselves throughout the year. When students get frustrated early on, they might not be eager to try more complex skills that are necessary in future units. As educators, it’s vital to address these barriers and help students regain confidence, develop resilience, and unlock their academic potential. Here are a few strategies that may help your high school chemistry students overcome learned helplessness:

Foster a Growth Mindset

Spend a few minutes at the beginning of the year teaching students the neuroscience behind learning. Explain how the brain strengthens neural connections with practice and perseverance, leading to long-term memory and improved problem-solving abilities. Share examples of scientists who faced setbacks- like Thomas Edison or Marie Curie- to illustrate the power of resilience in scientific progress.

Set Achievable Goals

Break complex scientific tasks into smaller steps. For instance, when teaching stoichiometry, I spend a full unit working on one-step and two-step mole conversions. This allows students to gain confidence in these smaller skills before advancing to balanced equations and two-step conversions. Use clear, attainable objectives to reduce overwhelm and quiz students on these smaller concepts to accurately determine areas of strength and weakness. This gives them the opportunity to course-correct before the unit exam.

Provide Opportunities for Success

Scaffold labs and experiments to start with simple observations (what differences did you observe in the way the two types of ink traveled?) and gradually advance to more complex questions (why did the permanent marker ink travel further in the isopropyl alcohol than in the water?) that involve analysis and critical thinking. This allows students to build competence step by step.

Offer Specific, Constructive Feedback

Grading can often be overwhelming for secondary teachers simply because of the large numbers of students we see on a daily basis. If you aren’t able to grade labs and worksheets with quick turnaround times, I suggest discussing common errors as a class. On homework practice, have students write detailed calculations on the board so everyone can make adjustments on their homework pages, as needed. When grading calculations on tests, make your feedback specific. For example, you might comment that the calculations were correct, but the molar mass used was incorrect. Rather than just marking a question right or wrong, these actionable details will allow students to refine their work.

Normalize Failure as a Learning Opportunity

We know that experiments often don’t go the way we anticipate. If a lab “doesn’t work”, let students see you work through the process of figuring out why. Teach them that procedural errors or environmental factors can play a role in how well chemical reactions occur, therefore skewing the data. Use these moments to discuss troubleshooting methods and the importance of repeated trials in scientific work.

Teach Problem-Solving Skills

Critical thinking is an essential skill for all high school sciences. Teach students to think about observations they make in the world around them (in medicine, environmental science, and technology) and how they can relate to chemistry topics. Encourage them to research answers to questions they can solve quickly or easily. Problem-solving skills can also be taught in fun, non-chemistry ways. Providing puzzles and brainteasers can encourage students to persevere through challenges with less academic risk.

Celebrate Effort, Not Just Results

Although you’re clearly grading on mastery of chemical concepts, there’s no reason you can’t also point out the effort students are putting into labs, homework, collaboration, etc. Recognizing student effort can go a long way in building confidence and determination when concepts are tough.

Incorporate Self-Reflection Opportunities

After completing labs, students can write reflections on their process- what went well, why their results didn’t match the theoretical values, and what they might do differently next time. This can also be a particularly effective practice after taking tests. Have your students record how confident they felt on the test and how they could change their study habits to improve their scores next time. This encourages ownership of their learning and reduces teacher-student friction.

Build Supportive Relationships

Chemistry is hard and for some students, it’s nearly impossible. Encourage teamwork in collaborative lab settings and have peers support each other in study methods. As a teacher, be sure to show students that you understand chemistry can be a struggle and you’re there to guide them through the challenges. Provide opportunities for one-on-one assistance during office hours and encourage students to come to you when they need help.

Chemistry often demands perseverance, making these strategies vital for helping students build confidence and overcome learned helplessness. With thoughtful approaches, you can transform challenges into opportunities for growth.