---
title: "Teaching persistence: how engineering can help students make peace with the F word"
description: The importance of helping students rethink failure, with classroom tips for encouraging persistence and resilience.
image: https://yesblog.mos.org/hubfs/Persistence%20(2).png
---
[](https://yes.mos.org)
[](https://yesblog.mos.org)
# Teaching persistence: how engineering can help students make peace with the F word
Posted by [Tiffany Case Ard, YES Team](https://yesblog.mos.org/author/tiffany-case-ard-yes-team) on Friday, November 6, 2026
“If you said it would float, you were absolutely WRONG," their teacher calls out from the front of the room. "So give yourself a round of applause. Fantastic.”
Students start clapping as they look around to see who else made a fantastic wrong guess.
What is going on here? Is this elementary teacher teasing the kids who guessed incorrectly?
Mr. Glen explains. “We celebrate failure,” he says, and he means it. “My students really struggle with failure, and they get upset.” He wanted to help them understand that getting something wrong doesn’t mean we should give up. Failure is an opportunity to learn something they didn't know before.
"So we’re actually going through that, and we live to see another day.”
"You were absolutely WRONG. So give yourselves a round of applause. Fantastic."
# Why some kids are so uncomfortable with failing - and why they need to do it anyway
The idea of failing carries a lot of emotional weight for students. Getting something wrong in front of classmates can be embarrassing, and even privately, a red X can feel like a judgment on a student’s effort or intelligence, rather than simple feedback about a single answer. It's easy to see why a student might want to avoid those experiences.
Teachers can feel bad about mistakes, too. In school, failing a test or assignment can have lasting consequences, and we live in a culture where any adult who doesn't have their life figured out can be described as "a total failure." So a negative view of failure is not surprising. As part of a 2014 study, 254 elementary teachers new to teaching engineering were asked what came to mind with the word "failure" and 62% offered entirely negative associations [(source)](https://docs.lib.purdue.edu/jpeer/vol7/iss1/4/).
Assessing students’ understanding matters, of course, and it is okay for a student to fail. In fact, research suggests that making a mistake provides important feedback that helps our brains learn, even though in the moment that mistake feels unpleasant \[[source](https://link.springer.com/article/10.1007/s10648-025-10013-7)\]. But if the only examples of failure students encounter is losing points for a wrong answer, they can become reluctant to take risks or tackle unfamiliar challenges.
One gifted coordinator in Maine describes a similar problem: students who are used to getting things right are often devastated when their idea or solution doesn’t go as planned. "My students don't have much experience with trying something and failing," she says, "So I really emphasize to them that when they’re failing or struggling, their brains are growing.” For these students, getting past the shock of a wrong answer is necessary for them to stretch. Like Mr. Glen, she talks to students openly about how these setbacks can be useful.
# How engineering challenges can help
In engineering, the word “failure” has a much better reputation. Testing and improving are normal parts of engineering; engineers fully expect to test their designs, discover what doesn't work, and use what they learn to make improvements. This is very different from the typical schoolwork model, in a way that can surprise students.
Mr. Glen puts it this way: “Engineers wait til it breaks and that’s where we really start to go to work.” When a student knows that this will happen before they build something, they’re mentally prepared.
The testing phase of the design process also emphasizes that when the design failed to meet a goal, the student did not fail. In fact, the student *succeeded* in revealing a problem that can help their team develop a better plan. YES curriculum developers are very intentional about giving educators scripts and lessons they can use to directly teach students how to approach setbacks with a more positive, productive mindset.
### What this looks like in real classrooms
We always love watching footage of Mr. Terry's second-grade classes working on YES challenges. In this clip, his students are designing a nightlight that meets the needs of two different children, Yasmin and Nasir.
When a student’s design doesn't work, Mr. Terry and the class look carefully at what happened. One side of the nightlight is doing its job; the other needs work. Do students need to redesign the entire thing? No. They can focus on improving one part. That small distinction turns a disappointing test into a manageable next step.
Testing nightlight designs.
After the testing is finished, Mr. Terry acknowledges that they might feel disappointed when they worked hard on something that fails. Then he walks them through the engineering design process again: you can ask more questions (what didn’t work and why?), imagine improvements, create it, and test again.
Reviewing how engineers think about failure
Internalizing that process makes all the difference. When we tell a class “Flip the failure” this doesn’t mean “it’s fine, just cheer up!” Students can still feel disappointed or frustrated. But when they learn to view failure in a more neutral way, that frustration doesn't grow into self-doubt or wanting to quit. Instead of getting stuck on the outcome, they can feel disappointed and then think about what they learned and get to work on the next step.
> *I saw them accepting failure in other aspects of our work throughout the year after they had that experience of, "I’m gonna fail. That’s part of this process. And that’s okay." —Elementary teacher*
### Carrying these lessons beyond engineering
Persisting through failure is one of those engineering practices that has the potential to become a durable skill that helps in many areas of learning. In a 2025 paper, *Turning Failure into Success: How Engineering Challenges Build Resilience and Problem Solving Across Contexts,* Museum of Science researchers Dr. Kathryn Bateman and Dr. Christine Cunningham explored how students in out-of-school STEM programs responded to setbacks. One student, Lila, had been struggling to stick with difficult math problems. After participating in engineering activities where testing and learning from failure before trying again, her teacher observed that she approached math homework with greater persistence.
This is one student's experience, of course, not proof that engineering experiences will help every student persevere, but it illustrates something we often hear from YES educators: students can begin to approach other learning challenges in a more positive way once they learn how to survive and learn from setbacks.
As one elementary teacher described it: “I saw them accepting failure in other aspects of our work throughout the year after they had that experience of, ‘I’m gonna fail. That’s part of this process. And that’s okay.’” \[[source](https://www.tandfonline.com/doi/abs/10.1080/24758779.2025.2484352)\]
# 5 ways to help your students with persistence and resilience
Here are some ways you can help students practice a more productive response to[](https://yesblog.mos.org/hubfs/plastics_pg15.png) setbacks.
- **Make testing and revision an expected part of learning.** Let students know from the start that their first attempt is unlikely to be their final answer. Allow time for them to iterate and reflect.
- **Separate the design from the designer.** The design failed, not the student. Ask "What happened?” and “Which part of your design meets the criteria?” Focus attention on the design or strategy, not the student's ability.
- **Flip the failure.** Help students look closely at their results and identify what this reveals. A failed test is like a clue in a scavenger hunt – it doesn’t tell you exactly what to do, but you have an idea of what direction to try next.
- **Help them identify one manageable next step.** When a problem feels overwhelming, guide students toward something specific they can change. They might adjust one material, reconsider a small decision, or try a whole new approach.
- **Even when things go well, celebrate the work and the learning, not just the successful result.** And when the result is not successful, observe and acknowledge that you saw thoughtful risks, willingness to try a new idea, or making evidence-based choices.
Also, don't be afraid to let your students see that you make mistakes, too. This is a chance to model a productive response . "I fail in front of the students constantly!” says Mr. Glen with a grin. Whenever something doesn't go according to plan, stay calm, and say out loud what you just learned and what you'll try next.
### A different relationship with failure
Learning to persist doesn’t mean that a child should never feel frustrated or disappointed. And accepting failure doesn’t mean giving up on a goal, or stubbornly repeating a solution that isn’t working.
A child who is persistent and resilient simply understands that an unsuccessful attempt is not the end of the story. Whether they’re working on a STEM challenge or learning another new skill, they know how to begin figuring it out.
**Ready to try it with your students? Here are a few next steps you can take...**
1. **[Visit our Learning Library](https://yes.mos.org/professional-learning/learning-library/persist-through-failure) for more resources and videos about persistence through failure**
2. [**Download the tip sheet.**](https://mos.widen.net/s/fjrpktdd5t/practices-brief_persist-through-failure) Find strategies for helping students manage failure
3. Subscribe to the blog or follow YES on social media for more @yesatmos
*Up next in the Engineering Practices classroom series: Collaboration*
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#### Written by [Tiffany Case Ard, YES Team](https://yesblog.mos.org/author/tiffany-case-ard-yes-team)
Topics: [Create a Generation of Problem Solvers](https://yesblog.mos.org/topic/create-a-generation-of-problem-solvers), [Durable Skills](https://yesblog.mos.org/topic/durable-skills), [Engineering Practices](https://yesblog.mos.org/topic/engineering-practices)
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