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How can we help our students develop cognitive resilience and autonomy in an age where effort is so easily avoided and the temptation to avoid any form of challenge or difficulty is so powerful? To inoculate against "cognitive surrender" (Shaw & Nave, 2026) we must first equip our students with tools they will need to focus, plan, monitor and reflect on their learning efforts.

Using Self-regulated Learning Theory (Zimmerman, 2000) as a framework, we will discuss possible social, environmental and cognitive strategies that you can introduce so your students feel prepared to engage with the necessary "desirable difficulty" (Bjork, 1994) and armed with the motivation and the self-efficacy they need to be engaged, autonomous learners.