Seeing through a Grateful Lens

by Dr. Natalie Odom Pough

November is Gratitude Month at The Worthy Educator!

After nearly two decades in education, I have come to see gratitude as far more than a pleasant sentiment. It is a sustaining practice, a compass, and a force that keeps this work deeply human. In a profession that demands constant energy, adaptability, and care, gratitude is what steadies the mind and softens the heart. It does not ignore the challenges inherent in teaching; instead, it gives them meaning and balance.

The Early Years: Gratitude as Discovery

When I began teaching, gratitude was effortless. I was thankful for everything: the smell of freshly sharpened pencils, the excitement on the first day of school, and the moment a student said “I get it!” for the first time. My gratitude was born of discovery and each day held something new to learn about students, about myself, and about the power of education to shape lives.

Looking back, I realize that gratitude then was untested. It existed in the excitement of beginnings, before I understood the full complexity of the profession. With time, the realities of heavy workloads, shifting mandates, and inequities began to take shape. I learned that genuine gratitude is not contingent on comfort. It is something we cultivate deliberately, even when the work is hard… especially when the work is hard.

The Middle Years: Gratitude as Perspective

By the middle of my career, gratitude had evolved into something quieter and more deliberate. The enthusiasm of my early years had matured into perspective. I have kept a daily journal throughout my career, which holds an intentional section for gratitude. Each entry captured one meaningful moment: “A student who said she hates math asked for extra help.” “A colleague shared a new strategy that reignited my love for teaching fractions.” “A former student texted to tell me of his success in his current math class.”

That practice reshaped how I experienced each day. Gratitude became less about grand moments and more about presence. Over time, I realized that gratitude doesn’t change our circumstances as much as it changes our awareness. It teaches us to see the good that coexists with the difficult. It reminds us that joy and struggle are not opposites; they are companions in growth.

As I began mentoring novice teachers, I encouraged them to build similar habits of reflection. It wasn’t about forced positivity; it has always been about professional resilience. Gratitude offered a way to stay anchored in purpose when external pressures threatened to pull us away from it.

The Later Years: Gratitude as Wisdom

Now, after nearly twenty years, gratitude feels different still—deeper, steadier, and richer in meaning. It extends beyond the joyful moments into the complex ones. I am grateful for the lessons learned through challenges: the difficult parent conference that strengthened my communication skills, the lesson that fell flat and reminded me to take creative risks, and the student who resisted learning but taught me the value of persistence.

This version of gratitude is layered with reflection. It allows me to look back on my career not just in terms of outcomes, but in terms of growth. I find myself grateful not only for the students who excelled, but for the ones who tested my patience and deepened my empathy. I am thankful for colleagues who modeled excellence and for those who modeled grace. Gratitude, at this stage, feels like wisdom earned through experience, a quiet reminder that every encounter leaves a mark.

Gratitude as Leadership

As my role has evolved from classroom teacher to educator of teachers, gratitude has become a cornerstone of my leadership philosophy. I’ve come to understand that gratitude is contagious. When leaders name and nurture the good they see in others, it transforms organizational culture. A simple acknowledgment, a “thank you” for creativity, collaboration, or unseen effort, can shift the atmosphere of an entire team.

Gratitude also sustains innovation. In spaces where people feel valued, they are more likely to take risks, to share ideas, and to lead from where they are. As educators, we often emphasize feedback for improvement. Gratitude balances that by highlighting what is already strong. It reminds us that excellence grows in environments where appreciation and accountability coexist.

The Power of a Grateful Lens

Teaching is never without its challenges. The demands of the profession, paperwork, policy changes, and societal pressures remain constant companions. But gratitude changes how we carry those demands. It invites us to notice the moments of connection that make the work matter: a student’s progress, a colleague’s encouragement, a spark of curiosity that shifts the energy of a classroom.

A teacher who views the world through a grateful lens doesn’t ignore difficulty; they see possibility alongside it. They celebrate growth, not just achievement. They recognize the humanity in every learner. Gratitude doesn’t just make us better educators—it makes us more attuned ones. It sustains our capacity to care deeply without losing ourselves to exhaustion.

A Circle of Gratitude

One of the most profound lessons I’ve learned is that gratitude in education is circular. The appreciation we extend to students and colleagues often returns to us in unexpected ways. Each exchange reinforces the truth that education is a collective endeavor. We build each other.

As each school year draws to a close, I pause to reflect not only on what I’ve taught, but on what I’ve received. Gratitude reminds me that even in seasons of challenge, I am part of something enduring. The work we do may not always yield immediate results, but it leaves an imprint that lasts.

Gratitude has been the constant thread throughout my career. It has shaped how I teach, how I lead, and how I see the world. It calls me back, again and again, to the reason I entered this profession in the first place—to make a difference in the lives of others.

For every educator walking this path: may gratitude be your grounding force. May it help you see the beauty in growth, the meaning in challenge, and the joy in connection. Gratitude is not the absence of struggle; it is the presence of perspective. And in a profession that asks so much of the heart, perspective is everything.

Dr. Natalie Odom Pough is a visiting assistant professor at the University of Missouri-Columbia and the owner of and a contributor to the Pough Review. As a mathematics educator, she won the Presidential Award for Excellence in Mathematics and Science Teaching. Natalie is a Worthy Educator Champion in Education and she has an article in our upcoming winter 2026 issue of Legacy: Transformation in Action. You can contact her via email here.

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