Alfred Adler's Individual Psychology, developed over a century ago, remains profoundly relevant in modern educational settings, offering a holistic, socially embedded, and strength-based framework for understanding students and fostering positive development. At its heart, Adlerian school practice rejects deterministic views, emphasizing instead that behavior is purposeful and shaped by the individual’s unique interpretation of the world and his or her efforts to find a place within it. Grounded in core principles such as social interest, striving for significance and belonging, goal-directed behaviour, and subjectivity of perception and the creative self, Adlerian approaches provide practical tools that move beyond mere behavior management to cultivate intrinsic motivation and responsibility. These tools, in turn, promote resilience and offer educators a profoundly relevant, humanistic, and effective framework for understanding student behavior. By applying Adlerian principles, educators can foster healthy classroom communities and promote equitable outcomes.

A key Adlerian concept for educators is recognizing that all behavior is purposeful. Students act to achieve belonging and significance within their social groups – such as family, classroom, and peers. When students feel discouraged or lack constructive skills to achieve these goals, they may adopt “mistaken goals.” They may seek undue attention, engage in power struggles, or display inadequacy. Instead of labeling students as “defiant” or “lazy,” Adlerian educators ask questions such as, “What is the underlying goal of this behavior?” or “How is the student feeling discouraged?” Identifying the goal allows for targeted, effective interventions focused on addressing the unmet need for connection or capability, rather than merely suppressing the symptom. Adlerians, in other words, seek to understand behavior through purpose, not pathology.

Adlerian Psychology further distinguishes encouragement from praise. Praise focuses on outcomes and inherent traits, fostering dependence on external validation. Encouragement, such as when a teacher says, “I can see you put a lot of effort in your work and you’re engaging,” focuses on progress, specific contributions, and intrinsic worth. Encouragement is the primary antidote to discouragement and is crucial for helping students develop social interest. Educators can foster social interest by consistently noticing and verbalizing effort, improvement, and cooperative acts. This encouragement builds self-efficacy, the belief that “I am capable,” by acknowledging the student’s progress.

Perhaps the most direct application of Adlerian psychology in school settings is through the implementation of regular classroom meetings. These structured forums, grounded in Adlerian democratic principles, are powerful tools for building community, teaching social-emotional skills, gaining insights from peers, and solving problems collaboratively. In classroom meetings, students:

●      Set rules collaboratively.

●      Solve problems.

●      Plan activities and curriculum.

●      Give and receive compliments and show appreciation.

Adlerian Psychology, moreover, demands attention to context. Understanding a student's “private logic,” their subjective interpretation of the world, necessitates understanding how their cultural background, race, socioeconomic status, gender identity, neurodiversity, or experiences of discrimination shape their perceptions, goals, and sense of belonging. True social interest requires creating an inclusive community where all students feel they belong and can contribute meaningfully.

Multiple evidence supports Adlerian approaches. Studies show reductions in disruptive behaviors, improved classroom climate, enhanced student responsibility and motivation, better social skills, and increased teacher efficacy. Substantial empirical evidence also validates core Adlerian tenets such as encouragement, democratic classrooms, collaborative problem-solving, Social Emotional Learning, and family engagement.

Adlerian Psychology provides educators with a timeless yet urgently relevant framework for creating schools where students feel a deep sense of belonging, significance, and capability. By understanding the purpose of behavior, relentlessly focusing on encouragement, building democratic communities through practices like classroom meetings, and integrating with Social Emotional Learning, teachers can improve well-being for their students and in their classrooms.

Cynthia Chiamaka Ogueri served as a health promotion officer and adjunct editor in Nigeria before launching her studies at Adler University.