After violent classroom episode, each school shooting, or pupil suicide –all too common nowadays–there’s talk about resilience in schools. Why is it that some students bounce back from hardship and others do not? Surviving and working well despite adversity or injury is resilience.
Schools are recognizing the need for pupils’ social and emotional wellbeing including a supportive school climate, more generally, in promoting positive academic and behavioral outcomes. Actually, at the September convening of the U.S. Department of Education Safe and Supportive Schools national grantees in Washington, states presented data suggesting progress in both academic accomplishment as well as in pupil conducts from three years past–the point at which the federal grants began that enabled many high poverty school districts in 11 states to implement school climate surveys and programs. Numerous studies show that practices and programs that build resilience using resilience programs particularly successful in improving the academic performance of low achieving pupils.
There really are a variety of models of resilience out there and building resilience in students, each with their research base, and many have interventions to go along with them. Child Trends’ research workers offered help to 11 states who have received federal Safe and Supportive School grants, by synthesizing resources and the research on resilience training in schools.