The Hidden Harm of Toxic Positivity in Academic Libraries and Higher Education

In academic libraries and higher education, fostering a positive atmosphere is often seen as a key to collaboration and productivity. Encouraging positivity can boost morale and motivate staff and students alike. However, when positivity becomes forced or overemphasized, it can turn into toxic positivity—the unrelenting insistence on optimism that dismisses genuine concerns and negative emotions. This can be especially damaging in environments where Diversity, Equity, Inclusion, and Accessibility (DEIA) efforts are critical.

For librarians, faculty, and staff working in higher education, recognizing the line between healthy positivity and toxic positivity is essential for creating inclusive and supportive academic environments.

What Is Toxic Positivity?

Toxic positivity is the expectation that individuals should maintain a positive mindset at all times, even in the face of legitimate challenges or frustrations. In professional settings, it often manifests as well-meaning but dismissive phrases like:

• "Just stay positive!"
• "Everything happens for a reason."
• "Let’s focus on the good."
• "Look on the bright side."
• "Everything happens for a reason."
• "Stay positive!"
• "Good vibes only!"
• "It could be worse."
• "Just think happy thoughts!"
• "Well, that doesn’t sound positive!"

While these sentiments may be intended to uplift, they can instead invalidate real concerns, especially for those working in academic libraries or higher education environments where DEIA efforts are crucial.

How Toxic Positivity Affects Academic Libraries and Higher Ed

In higher education, toxic positivity can silence critical discussions around equity, workload distribution, resource access, and faculty or staff concerns. In libraries, where the emphasis is often on providing services, advocating for information equity, and supporting diverse student populations, toxic positivity can undermine efforts to address real systemic issues.

Impact on DEIA Initiatives

From a DEIA perspective, toxic positivity can be particularly harmful. For librarians and educators engaged in promoting inclusivity and addressing inequities, the pressure to remain optimistic may suppress discussions about systemic biases or inequitable practices in the institution. When marginalized groups raise concerns, responses like “Just focus on the positive” can silence those voices and perpetuate the very inequalities that DEIA work seeks to dismantle.

For example, if an academic librarian brings up the lack of representation in collection development decisions, being told to “stay positive and focus on what we can control” sidesteps the deeper issue of exclusion. Similarly, when underrepresented faculty and staff point out barriers to professional growth, toxic positivity may dismiss their frustrations, delaying the hard conversations necessary for institutional change.

The Harmful Effects of Toxic Positivity in Higher Education

• Suppresses Constructive Feedback: Toxic positivity creates an environment where staff and faculty feel they cannot express concerns without being labeled negative. This stifles critical feedback and discourages the kind of open dialogue that leads to improvements in services, resources, and workplace culture.

• Undermines DEIA Conversations: DEIA work often involves addressing uncomfortable truths about privilege, bias, and systemic inequities. Toxic positivity can discourage these necessary conversations by prioritizing comfort over accountability.

• Contributes to Burnout: In both libraries and higher education, the pressure to maintain a positive front can lead to burnout. Faculty, staff, and librarians may feel they must suppress their real emotions, which can result in disengagement, mental exhaustion, and reduced productivity over time.

• Creates Inauthentic Relationships: When positivity is forced, interactions between colleagues and teams may become superficial. Genuine concerns are swept under the rug, making it difficult to build authentic, trusting relationships within academic departments or library teams.

Recognizing Toxic Positivity in Academic Settings

In libraries and higher education, toxic positivity can be subtle but pervasive. Some signs to look for include:

• Avoiding Difficult Conversations: When discussions about inequities, resource gaps, or workload challenges are dismissed in favor of “focusing on the positive,” toxic positivity may be at play.

• Dismissive Language: Phrases like “It could be worse,” or “Just stay positive” are used to shut down valid concerns raised by faculty, staff, or librarians.

• Pressure to Always Be Upbeat: When there’s an unspoken expectation that staff and faculty should always present themselves as cheerful, regardless of ongoing challenges.

Fostering Authenticity in Academic Libraries and Higher Education

Instead of fostering toxic positivity, academic libraries and higher education institutions should prioritize authentic communication and emotional honesty. Here’s how:

1. Acknowledge the Full Range of Emotions: Encourage staff, faculty, and students to express both positive and negative emotions. Open dialogue about frustrations or challenges doesn’t have to negate optimism but should ensure that all perspectives are valued.

2. Model Vulnerability in Leadership: Academic leaders, including library directors, provosts, and department chairs, should model emotional honesty by acknowledging their own struggles and fostering a culture where it's okay to express concerns. This sets the tone for healthier communication throughout the institution.

3. Balance Optimism with Realism: Maintaining a hopeful outlook is important, but it should not come at the expense of addressing real issues. Academic libraries and departments should focus on both celebrating successes and tackling challenges head-on, especially those related to DEIA.

4. Create Space for Honest DEIA Conversations: DEIA work requires authentic dialogue about systemic inequities, barriers to access, and resource distribution. Institutions should create safe spaces for these conversations and support those engaged in advancing DEIA efforts.

5. Support Faculty and Librarians’ Well-Being: Recognize that academic work, particularly in under-resourced or high-pressure environments, can lead to stress and burnout. Instead of promoting toxic positivity, prioritize genuine wellness initiatives that allow staff and faculty to navigate challenges authentically.

Moving Beyond Toxic Positivity Toward Inclusive Leadership

For academic libraries and higher education institutions, moving away from toxic positivity doesn’t mean abandoning positivity entirely. It means fostering an environment where optimism is balanced with realism, and where emotional honesty is encouraged. By doing so, institutions can build more inclusive and supportive environments where all voices—particularly those from underrepresented and marginalized groups—are heard and valued.

Inclusive leadership embraces authentic communication and emotional honesty, empowering librarians, staff, and faculty to navigate the complexities of academic life with integrity and resilience. By addressing challenges rather than brushing them aside, academic leaders can create a healthier, more equitable campus environment.

Contact Us
At Inclusive Knowledge Solutions, we specialize in helping academic libraries and higher education institutions foster more inclusive, supportive work environments. Contact us to learn how we can help your organization address toxic positivity and promote DEIA with integrity.