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.
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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.
In this forum Anne Rathbone will explore some of the literature on Mattering, Belonging and Making a Difference through the lens of co-production and social action, and how all of these link to resilience.
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.
In this guide the Revolution Researchers use their experience working as part of the Resilience Revolution to share valuable guidance and insight aimed at supporting those who wish to involve young people co-productively in research.
This session with Blackpool’s Young Leaders is about youth engagement and their pathway to the 2022 International Resilience Revolution Conference.
Topic  Why focus on resilient communities and what does the lockdown tell us? – Diana Rose Session Summary I offered this session as a survivor of mental health services, a sometime academic and an activist. My histories or standpoints are important. Young working class girls like me in the 1950s and 1960s were taught that what … Read more
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.
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.
In this paper we propose that creative methods of learning such as developing the use of imagination may have more direct application in bringing into the public domain previous implicit learning experiences. From the findings of this research, we created a learning model which can be used by lecturers or practice educators either in the campus or practice settings.
