One hundred repetitions--100 "useful" repetitions. This notion has guided the author's work in alternative education programs for almost 20 years, dealing with the most challenging students, from addicts to conduct-disordered adolescents to traumatized 5th graders. There are no magic tricks. The role of educators is to align with the healthy potential in each student and hang in while they gradually find shelter in their expectations and caring, in their structures and hopes. It's not a straight line. It may take 100 repetitions. One mantra from the world of special education is, "Again and again and again and again." Many students cannot internalize a new behavior just because teachers have told them to or by practicing it once or twice. They need repetitions. But--and this is crucial--providing those 100 useful repetitions does "not" mean rigidly providing students with exactly the same experience 100 times. When teachers teach reading, they use a variety of texts. When they teach art, they use a variety of media. When they teach history, they use a variety of primary documents. The deep goal of all the activities may be the same, even if the materials look different. For challenging students, the deep goal is to rekindle a belief that trying will be worth it. That goal is woven into every task teachers ask of students. Schools play a crucial role in supporting challenging students as they go through their 100 repetitions of struggle. It's most important for teachers to: (1) Preserve relationships; (2) Be genuine in their emotions; (3) Help the student accurately understand the consequences; (4) Highlight every bit of growth; (5) Listen to the student; and (6) Let students feel their feelings.