Resilience
For schools
Resilience is the positive way in which we adapt to the adverse challenges we face in life. It is more than ‘bouncing back’ when knocked down, it is the ability to adapt to hardship and to build a reservoir of protective factors to counterbalance any risks we might face.
Resilience building not only applies to the individual, it also applies to families, relationships and the wider system, be it schools or communities.
There are many strategies that schools can provide to boost resilience in the whole school community. Whereas risk factors and protective resources are unequally distributed throughout the population, schools provide a universal service for all children.
While individual schools have their own characteristics, evidence shows that, at least for children’s wellbeing in primary schools, most of the variation exists within rather than between schools (Gutman et al, 2008). Actions taken in schools have an opportunity to address the gradient in wellbeing, and improve the experiences and results of children who are performing less well than their peers. There is also good evidence that sound mental health and emotional wellbeing can lead to better academic attainment (Parsonage et al 2014) leading to multiple positive outcomes for schools.
Social and Emotional Aspects of Learning (SEAL) was implemented as a national strategy in UK schools in 2015. It is implemented in 90% of primary schools and 70% of secondary schools in the UK (Humphrey et al 2010). Recent emphasis on whole school approaches to mental health also emphasise the importance of embedding school resilience programmes.
In general:
- Resilience programmes should reflect what works as outlined by research
- Resources, training and time should be made available to staff
- Parents should be involved in such programmes
- Initiatives should be trialled for effectiveness
Some tips to build resilience in schools include:
- Provide opportunities to build positive relationships – between students and also between teachers and students.
- Teach emotional and social skills. These include social awareness, self-awareness, self-management, relationship skills and decision making.
- Promote opportunities to feel connected to school. To feel valued, believed and that they can have a voice is an important resilience factor.
- Provide opportunities for each student to be able to develop and be recognised for their own strengths. This contributes to the development of self-worth and confidence.
- Provide a sense of meaning and purpose. This means helping students to connect to the local and global community and to find ways to contribute.
stem4 resilience initiatives:
- Head Ed videos on Resilience
- Our conferences focus on resilience alongside mental health issues and introduce the MINDYOUR5 concept
- Each section on our website has some suggestions on boosting resilience
- Our ‘Think Positive, Go Purple’ awareness raising days
- Special events on World Mental Health Day
- Our ‘connect4stem4’ campaign
Find out more about how stem4 works in partnership with schools.
References:
- Gutman LM, Feinstein L. Children’s wellbeing in primary school: Pupil and school effects. London: Centre for Research on the Wider Benefits of Learning, 2008.
- Humphrey N, Lendrums A, Wigelsworth M. Social and emotional aspects of learning (SEAL) programme in secondary schools: National evaluation. London: Department of Education, 2010.
- Parsonage M, Lorraine K, Saunders A. Building a better future: the lifetime costs of childhood behavioural problems and the benefits of early intervention. London: Centre for Mental Health 2014.
