Imposter syndrome manifests as a persistent self-doubt even though you have evidence of your success all around you. It is a dangerous problem because it erodes confidence, fuels burnout and undermines one’s work. Educators often juggle many balls including high expectations, perfectionism, and the fight against systemic bias. For educators who are equity-minded, it is crucial that they win the battle against imposter syndrome in order to model confidence and ability to succeed for their students. In this article, we invite you to take time this week taking time to notice self-questioning. Remain curious and compassionate with yourself as you learn to win the battle against imposter syndrome.
What to do When Imposter Syndrome Shows Up
Imposter syndrome is a story we tell ourselves. Often, that makes it harder to fight than the stories others make up about us. Most often, imposter syndrome is rooted in fear rather than in facts. When we are experiencing imposter syndrome, we say to ourselves, “I don’t belong here,” “My lack of ability will be expose,” or “I got lucky.” When you start telling yourself you don’t belong or that you are not good enough, add the word yet. The word yet, changes mindset because it looks at you as in transition on where you want to be rather than being totally out of place.
When you feel imposter syndrome raising its ugly head, try to change things via the use of narrative pedagogy. In other words, rewrite your professional narrative to center your strengths and resilience. Spend time in reflective activities that help you reach deeper levels of understanding and develop an accurate judgement about your place in the universe. It is also important for you to acknowledge how stereotype threat and systemic barriers may amplify feelings of self-doubt, particularly for marginalized educators.
It is also a good idea for educators to do research so they can learn how feelings of imposter syndrome are exacerbated by things like stereotype threat and systemic barriers for women and marginalized educators. This research will help educators realize that what they are facing is real and they are not alone in their battle against imposter syndrome. The research may also help educators find the tools they need to help them win the battle against imposter syndrome.
Helping Students Battle Imposter Syndrome
Transparency is a good tool educators can use to help their students in their battles against imposter syndrome. When teachers admit that they have had to battle imposter syndrome, it may help their students feel better about their own imposter syndrome struggles. Another way of helping students is for the teacher to start each class with affirmations and mantras that counter imposter thoughts. Building this habit into the classroom will help students develop precious lifelong skills.
In class, teachers and students can do a strength mapping activity. One way to do this is for students to work in pairs and list their personal skills. Once the lists are completed, the pairs can share their lists with one another. Another in class activity involves giving students the opportunity to reframe the narrative. Students can give the teacher a list of common self-doubt statements. The teacher can write these statements on the board. Then the class can work together to create statements that counter those negative statements. Another good classroom activity would be for the class to have weekly check-ins where each person names on success or one learning moment they had during the past week. This activity will help students start looking at themselves as people who are expected to succeed.
Elementary students can use drawing or role-playing activities to externalize feelings of self-doubt and help increase confidence. Older students can use guided journaling and peer coaching activities to help battle feelings of inadequacy. These activities can be used across subjects. History lessons can focus on figures who have overcome self-doubt. Science classes can use the scientific method to determine the accuracy of feelings of inadequacy.
Using Narratives to Battle Imposter Syndrome
Educators can use stories from their own lives and share examples of how they overcame their fears in order to have teaching wins. If a teacher noticing students mirroring her positive self-talk and shifted mindsets, she can share those wins with her peers who may be able to use them to achieve wins of their own. When a student hears a teacher say,” I experienced that too, ” or “I felt like an imposter before” that student may be encouraged to ask for help and feel that imposter syndrome is something that can be overcome. Administrators may be well served to integrate imposter-syndrome work into mentoring so that veteran educators can use their stories to help new teachers win the battle against imposter syndrome.
Click here to download a printable Imposter Syndrome Reflection Worksheet.
Conclusion
Addressing imposter syndrome is an essential part of creating classrooms where every voice feels worthy and valued. By rewriting their own narratives, educators can model resilience and self-compassion. These are lessons children can never have too much exposure to. After reading this article think about one imposter thought you will challenge this week. Next week share with others how you battled that thought. Journal about moments when you felt like an imposter and ways you can reframe that feeling to recognize that you are skilled and talented.
Further Reading
The Best Educators Strive to Create Equity-Centered Classrooms
Unlock Your Doctoral Success: Coaching & Resources That Work
Unleash the Fire Within: Maya Angelou’s Lifegiving Wisdom for Educators
About the Author
Dr. Janeane Davis is Founder and Principal Consultant at Janeane Davis and Associates: Educational Consultants. Most of her writing begins at a well-lit desk where strategy meets storytelling and systems take shape around real lives. Her consulting work centers families, scholars, and institutions committed to equity—and she writes to bring clarity to complex questions, especially those often left unasked.
Desk light on. Pages open. Always listening.