The Interactive Resilience Framework
Using our latest Resilience Framework, we have written an Interactive Resilience Framework which is designed to be user-friendly, allowing you to click on areas that interest you to find out more. It was developed especially for working with schools, holding the children and young people in mind, and is one of the resources from the Academic Resilience Approach.
Each link takes you to a glossary section with further information about that particular approach, including expanding on what it is, why it is important and how it could be achieved in a school context, what young people themselves think about it, and examples of relevant research evidence with further references.
We know teachers and school staff are incredibly busy, so we’ve tried to keep it short and sweet, allowing you to dip in and out depending on what you want to know, and giving you a starting point if you want to find out more. You can preview it below, or you can download the full version of the Interactive Resilience Framework pdf file to use the hyperlinks.
We’d like to ask for your help! If you currently use, or have previously used, the ARA with children or young people in schools, we would be very grateful if you would complete our short ARA survey!read more
Our resources help any school establish systems to build ‘resilience approaches’ that support disadvantaged pupils over time through a whole school approach, will benefit all pupils from a school-wide approach to increasing academic resilience and offer ideas to help everyone in the school community play a part.read more
There are many school resilience programmes which aim to narrow the gap between pupils who do well academically and those who don’t. A lot of them are very useful, so why have we put this information together? Resilience programmes can be expensive – we wanted to offer something everyone could access for free.read more
A lot of schools struggle with how they can improve the results – or close the gap – for the more challenged, disadvantaged and vulnerable pupils in the school. This is much harder and requires much more attention to detail across the whole school.read more
A systematic approach to understanding your school and identifying where and what you might do to better promote resilience can help the whole school community to look through a ‘resilience lens’ in order to close the gap for disadvantaged pupils or those facing additional challenges.read more
Try a resilience zap if you want to get the following going across the school community: A basic level of understanding about building resilience and what it involves; Some shared language around disadvantaged pupils and support for them; Building of commitment to really go the extra mile with pupils who need it; Inspiring ideas based on evidence of what works.read more
What is Academic Resilience key points: Good educational outcomes despite adversity; We can spot the impact of academic resilience through individuals doing better than we might have expected; Promoting academic resilience will lead to better behaviour and results for disadvantaged pupils.read more
The Resilience Framework summarises a set of ideas and practices that promote resilience. It is based on a body of research and practice development called Resilient Therapy developed by Angie Hart and Derek Blincow, with help from Helen Thomas and a group of parents and practitioners.read more
All pupils cope with some adversity, and pupils who experience multiple disadvantages face greater challenges in schools. But all pupils will benefit from an academic resilience approach. There are many disadvantages and stressors that can have a negative impact upon pupils; these are called risk factors.read more
Focusing on just a few quick and easy activities can have an impact. A whole schools approach makes a bigger difference. Get a few things going, make sure you are doing them well and share them with the whole community. Evidence and practice based experience tells us there are a few key actions that you could take in school that would have impact.read more
We understand the idea of commissioning or buying in help from external services can be daunting and know that there are differences between commissioning and procurement. You can use this page to think about why schools need to buy in services, and how to ensure services are good enough.read more
Every school knows that the more engaged a parent is in their child’s learning, the more learning is supported in the home. Some parents are dead easy to involve, eager to get your attention and are queuing up to talk to staff at every opportunity. But often the very families you would like to be involved more, can be the hardest to hook into school life.read more