Nurturing Good Habits in Students: Building Resilience and Character for Lifelong Success 

Good habits are the foundation of a meaningful, resilient life. For teachers across Australia, encouraging these habits in the classroom can shape not only academic success but also the social and emotional wellbeing of students. Our Building Character & Resilience Program offers educators a framework to guide students in developing habits that strengthen character, empathy, and a positive outlook. From fostering self-discipline and respect to building resilience, this program aligns well with principles drawn from ancient philosophy, particularly Aristotle and Plato, as well as contemporary research in positive psychology by Martin Seligman and Christopher Peterson. 

 The Philosophical Roots of Good Habits 

 Aristotle and Plato, the renowned Greek philosophers, viewed education as a process for cultivating virtue. Plato believed in the importance of education to nurture the soul, while Aristotle suggested that good habits form the basis for moral virtue. Aristotle famously stated, “We are what we repeatedly do. Excellence, then, is not an act but a habit.” His view emphasises that positive character traits result from repeated actions, which eventually become ingrained behaviours. Aristotle’s idea of habit aligns with the aim of the BCR Program: to establish consistency in students’ character development.

In the modern classroom, fostering such habits through routine activities—such as goal-setting exercises, group discussions on resilience, or recognition of personal achievements—can help students internalise the values being taught. Australian teachers often notice how a student’s ability to maintain focus, treat peers respectfully, and embrace challenges contributes to their academic performance and peer relationships. 

Positive Psychology and Character Education 

While ancient philosophy laid the groundwork, recent research in positive psychology offers scientific insights into habit formation. Martin Seligman and Christopher Peterson, pioneers of positive psychology, focused on understanding and fostering human strengths. In their influential book Character Strengths and Virtues, they outline 24 character strengths under six core virtues, including resilience, empathy, and self-regulation. Seligman’s work on “learned optimism” also emphasises the role of positive habits in mental health, showing that optimism and resilience can be cultivated through intentional practice. 

Using resources like our Building Character & Resilience Program can integrate these concepts into daily routines. For instance, making time for students to reflect on their behaviour and experiences encourages them to recognise and celebrate their strengths and progress, helping them learn to focus on positives even in challenging times. By encouraging this practice, teachers will create a classroom culture where students feel safe to take risks and make mistakes, knowing they can learn and grow from every experience. 

Why Habits Matter in Today’s Educational Landscape 

The rise of social media and an increase in academic pressures have brought unique challenges to today’s students, affecting their mental health and resilience. The habits we instil in students now will help them navigate these challenges. A recent study by the Australian Council for Educational Research (ACER) highlighted that students who demonstrate strong emotional regulation and self-discipline achieve higher academically and report better mental wellbeing. Teachers who incorporate resilience training into their curriculum report improved student engagement and classroom dynamics.

Programs like BCR, which emphasise consistency in developing good habits over time, offer students structured opportunities to practice these skills. By setting small, achievable goals, encouraging peer collaboration, and promoting self-reflection, teachers can help students build habits that strengthen their mental and emotional wellbeing. Additionally, when students see their teachers modelling these values—through their patience, empathy, and perseverance—they are more likely to emulate those behaviours. 

Practical Applications for Australian Classrooms 

In urban and rural areas alike, teachers face the challenge of meeting students’ individual needs while promoting a supportive group dynamic. The BCR Program offers structured strategies, adaptable across year levels and class sizes, to help teachers create a positive, inclusive environment.

Another effective tool is fostering a growth mindset, a concept developed by psychologist Carol Dweck and is closely related to positive psychology. When students learn to view challenges as opportunities for growth, they build a habit of persistence. For example, a teacher may share stories of famous Australians who achieved success despite setbacks, inspiring students to keep pushing forward, even when things feel tough.

Building a Community of Resilience

Developing good habits is not just about individual growth; it’s also about building a sense of community within the classroom. When students work together to practise kindness, empathy, and support, they create a positive environment where everyone feels valued. This communal aspect is particularly relevant in schools with diverse cultural backgrounds, where mutual respect and understanding can lead to more inclusive friendships and stronger peer support networks.

Fostering this kind of community can be particularly rewarding. Our program encourages group activities that allow students to practise empathy, teamwork, and problem-solving skills. Whether through buddy systems, cooperative projects, or class meetings where students are encouraged to voice their thoughts, these habits foster a classroom atmosphere that values everyone’s contributions. 

The Lasting Impact of Teaching Good Habits 

Instilling good habits in students has far-reaching effects that extend beyond the classroom. When students learn self-discipline, empathy, and resilience, they are better equipped to handle the ups and downs of life. These skills help students manage stress, build positive relationships, and pursue goals with determination. As students grow, the habits they learned in school become lifelong assets, supporting their personal and professional lives.

As educators, you have a unique opportunity to shape future generations by focusing not only on academic achievement but on nurturing character and resilience. Our Building Character & Resilience Program offers practical, research-based tools for guiding students on this path. By emphasising good habits, teachers empower students to become not only successful learners but also compassionate, resilient members of society. 

 References 

 1. Aristotle. (1999). Nicomachean Ethics. (T. Irwin, Trans.). Hackett Publishing Company. 

 2. Seligman, M. E. P., & Peterson, C. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford University Press. 

 3. Australian Council for Educational Research. (2023). “The Impact of Social and Emotional Skills on Academic Success and Wellbeing.