This chapter focuses on HOPE and Ian poses the question: What are teachers doing to manage and maintain high levels of hope in their classroom despite the immediate evidence. Teachers used emotional intelligence in the form of EQ (Emotional Quotient) assessments, among other tools and diagnostics, to build a comprehensive picture of each person's capabilities and strengths. Anyone undergoing an EQ assessment is required to answer a series of questions and the answers are then scored against a number of weighted criteria. This works especially well in a school environment as everyone gets the chance to think quietly to themselves and have an idea included in the main brainstorming session, or at least see one that they had thought of even if it was said by someone else. The practice of self-reflection can be useful for some people yet downright depressing for others; the trick is to reflect from the position of an observer, not a participant.