Supporting children and young people in their mental health: A guide for East Sussex schools. A resilience-based, whole school approach to promoting positive mental health and addressing individual needs.
Academic Resilience Approach
Resilience is not a personality trait. Innate characteristics play a part, but resilience is something that can be promoted and developed, through the provision of support and opportunities for growth.
This section is about utilising the Noble Truths to support work with children and young people on mental health issues. The Noble Truths are: Accepting, Commitment, Conserving and Enlisting.
A short guide to how you can best support mental health and emotional wellbeing at school – Tips for teachers and staff in schools as recommended by young people.
How can you best support mental health and emotional wellbeing at school? – by young people from the mental health participation group, Download; the East Sussex Youth Cabinet, and with help from Lisa Buttery at boingboing This short guide includes tips for teachers and school staff schools as recommended by young people. It includes ideas … 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.
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.
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.
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.
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.
