Research, editorials, anecdotes, and personal experience in the classroom after the COVID-19 pandemic all point to one reality: Student resilience and persistence on assignments, especially those requiring critical thinking, are less robust than before the lockdown began in the spring of 2020. Through the lens provided by the discipline of psychology, we review some post-pandemic challenges educators face (including student mental well-being issues, students’ perceptions of the value and meaning of academics or thinking critically, the prevalence of social media and technology use among students, and the plethora of dis- and misinformation) when trying to promote critical thinking about human behavior among our students. We suggest strategies for helping students navigate these challenges in order to create a classroom context that fosters the learning of critical thinking skills. Our focus will be on providing practical guidance for educators to apply in their classroom teaching and when constructing assignments.