Tips to support school staff resilience during Covid-19
You will all be responding in different ways and on different days. We’ve prepared a short 2 page sheet of tips for school staff to support your resilience at this time. These are based on self-compassion, kindness, asking for help and suggestions from the Resilience Framework. The Resilience Framework uses evidence from resilience research about actions and resources which can help people get through tough times. You can draw on these principles for yourself and in your interactions with others from your school community. Even from a distance you have the power to help create a resilient community in your school and contribute resilience-building moves to help everyone get through this crisis.
You can download a copy of the tips sheet for school staff. There is also a sheet on staff resilience for managers.
Our Academic Publications
This page presents an archive of selected published works from the Boingboing, Resilience Revolution and CRSJ community. This includes key academic papers, submissions of evidence and a few books relevant to the Boingboing approach to resilience.
Living online: The long term impact on wellbeing – Submission of evidence
In this submission to The House of Lords a bunch of us with different experiences shared our thoughts around how individuals and groups can better access online environments. We suggested the government may potentially help people access the digital world by improving digital inclusivity, accessibility, and data accountability.
Reflections on a co-research project into civic activism – nothing about us without us!
In this blog the co-leaders of the Resilience Revolution’s pilot in Blackpool share news about how things are going with the exciting new ‘Nothing about us without us’ project that a group of us including Boingboing, Brighton Uni and the Centre of Resilience for Social Justice (CRSJ) were lucky enough to win funding for in September 2020.
The Economic Impact of Covid-19 on Young People – Submission of evidence
In this submission we outline and discuss the economic impact of Covid-19 on young people in Blackpool and provide recommendations for immediate and long-term interventions.
Disproportionate impact of COVID-19 on people with disabilities: Follow up
In a follow up to our previous submission, we draw on our collective organisational and personal experiences, relating them to policy and practices associated with COVID-19, disabilities and equalities more generally.
Building organisational resilience with the Noble Truths during COVID-19
This blog by Mental Health Nursing Lecturer and PhD student Lucy Colwell describes how the social enterprise Eggtooth has used the Noble Truths of the Resilience Framework to guide their response to the pandemic context.
Being a care leaver in the pandemic: Injustice within the system and opportunities for change
This blog is co-authored by Charlotte, 24 and Caitlin, 20 who teamed up with Nathan from the Resilience Revolution in Blackpool to share experiences and perspectives of being a care leaver in the pandemic.
Fostering academic resilience a brief review of the evidence base
It is very clear that poor school outcomes can have catastrophic long-term consequences, and there is growing recognition that schools should address ALL pupils’ needs. 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.
Evaluating resilience-based programs for schools using a systematic consultative review
The aim of this paper is to explain how and why school-based resilience approaches for young people aged 12-18 do (or do not) work in particular contexts, holding in mind the parents and practitioners who engage with young people on a daily basis, and whom we consulted in the empirical element of our work, as our audience.
