Fostering Academic Resilience: A brief review of the evidence
This brief review of the evidence explores what is meant by the term resilience, and gives an overview of what schools can do to foster it in their pupils - From Boing Boing and the University of Brighton.
Theme: Emotional Resilience, Mental Resilience
Use: Activity
Pupil type: KS1, KS2, KS3, KS4, KS5
Type: Document
Implementation timeframe: More Advanced
Authors: Professor Angie Hart and Ms Steph Coombe, University of Brighton
and boingboing social enterprise
What is Academic Resilience?
Resilience is a word that is growing ever more popular and is being used by lay people, professionals and researchers alike across the broad spectrum of human behaviour.
Successive UK governments have drawn heavily on the concept in policy arenas, emphasising the importance of resilience with the production of two key documents. These are Richard Layard’s (2005) report into mental health in Britain, stating that at that time, the UK Government was spending more on incapacity benefits due to mental health difficulties experienced by people, than on unemployment benefits; coupled with the United Nations Children’s Fund (UNICEF, 2007) report on child well-being in rich countries, which ranked children’s well-being in the UK the worst of all 21 developed nations surveyed (see http://www.unicef-irc.org/publications/pdf/rc7_eng.pdf ).
Also the national mental health strategy emphasises the financial cost of poor mental health to the country and the need for
earlier intervention in childhood (https://www.gov.uk/government/publications/national-framework-to-improve-mental-
health-and-wellbeing ). Alongside this, guidance provided by NICE on emotional and mental health for schools highlight the relevance of a resilient approach (http://www.nice.org.uk/Search.do?x=0&y=0&searchText=schools+resilience&newse
arch=true).
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