 “If you change the way you look at things, the things you look at change.” — Wayne Dyer As an artist and educator working with students across Buffalo this summer, I’ve seen firsthand how young people are struggling with what psychologists call negative bias—the tendency of the human brain to dwell on the negative more than the positive. But what if we could rewire that instinct? What if we could help students replace anxiety with agency, and fear with possibility? This summer, I’m collaborating with the Collaborative Center for Social Innovation on a powerful initiative called Our Place, Our Purpose—a public art and placemaking project that brings youth, educators, artists, and community members together to transform underused spaces across the Buffalo-Niagara River region into meaningful works of art rooted in local culture, identity, and ecology. The heart of this program is more than painting murals. It’s about helping students reshape how they see themselves—and their future. What Is Negative Bias? As explored in the book The Power of Bad by John Tierney and Roy F. Baumeister, our brains are wired to give more weight to bad experiences than good ones. One harsh critique can stick longer than a dozen compliments. A single failure can seem louder than ten successes. In my sessions, this plays out as students quickly downplaying their abilities or shutting down at the idea of future planning. They carry invisible weight: trauma, doubt, uncertainty. But we can equip them with tools to not just cope, but to thrive. About Our Place, Our PurposeOur Place, Our Purpose is a community-powered public art initiative that:
Learn more about the Collaborative Center for Social Innovation here. How We’re Rewiring Negative Bias Through Creative Education Here are a few intentional practices we’ve embedded into the summer program to counter negative bias and rewire thinking: 1. Mapping the Inner & Outer World: A Practice of ReflectionEvery session begins with students answering reflection questions to help put their honest thoughts and feelings to paper. This practice creates a space for self-awareness and emotional grounding, allowing students to show up more fully and intentionally. 2. The 4-to-1 Feedback RuleInspired by The Power of Bad, we model giving four affirmations for every critique. This trains the brain to expect encouragement as part of growth, not just criticism. 3. Mindful Art-MakingBefore painting, we take a moment to breathe. This small pause cultivates mindfulness and helps students move from reaction to reflection. How We're Reframing Negative Bias Through Creative EducationStudents began by exploring how their daily thoughts shaped their beliefs—especially the ones rooted in self-doubt. As part of our mural development process, we had students identify values that resonated with their lives and translate those into visual symbols. This exercise helped disrupt the mental habit of focusing on what’s missing or wrong. By actively imagining their future contributions and visually embedding their hopes into the mural designs, they reclaimed authorship over their own narratives. The result: an empowering shift from "I can’t" to "I have something meaningful to offer." You can adapt this in your classroom or homeschool by:
Final Reflection Helping students break free from negative bias isn’t about denying life’s difficulties—it’s about widening their perceptual field to embrace the good, the possible, and the not-yet-realized. In doing so, they begin to construct an inner hologram of resilience—fortified and whole—echoing the Greek holos, a reminder that to be whole is to hold complexity without collapse. When we teach students how to notice their thoughts, reflect on their values, and imagine a path forward, we give them more than just tools for school—we give them momentum for life. Because when you know where you're going—or at least who you're becoming—every step becomes more than just movement. It becomes meaning. Helpful Resources  Jalen A. Law is a Buffalo-based artist, educator, and founder of The Jalen Law Collection. His work explores the intersection of art, emotional intelligence, and cultural storytelling to support youth development and community empowerment.   Have you noticed negative bias affecting your students or children? How do you respond to it? What role do art and creativity play in your classroom or homeschool? How might you incorporate reflection or mindfulness into your daily teaching routine? What value or message would you paint in a community mural? How can you help students see themselves as contributors to their environment and future? Please leave your comments below. Your feedback is always appreciated. 
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