Promoting Resilience in the Classroom

A Guide to Developing Pupils' Emotional and Cognitive Skills

Carmel Cefai
Foreword by Paul Cooper

Part of the Innovative Learning for All series

Paperback: £17.99 / $29.95

2008, 234mm x 156mm / 9.25in x 6in, 176pp
ISBN: 978-1-84310-565-7, BIC 2: JNSL JN JNL

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Resilience is a set of qualities that enable children to adapt and transform, to overcome risk and adversity, and to develop social competence, problem-solving skills, autonomy and a sense of purpose. For children and young people it is as vital to possess these qualities in school environments as in the family and the community at large.

This handbook for teachers and educators explores ways of nurturing resilience in vulnerable students. It proposes a new, positive way of thinking about schools as institutions that can foster cognitive and socio-emotional competence in all students.

Individual chapters examine effective practices in schools and classrooms, and assess a range of classroom processes, such as engagement, inclusion, collaboration and prosocial behaviour. The author makes use of case studies throughout to bring to life classroom activities and concrete strategies that will promote best practice for enhancing student resilience, and offers a framework that can be adapted to the existing nature, culture and needs of each individual school community and its members.

Promoting Resilience in the Classroom is a valuable resource for educational practitioners as well as educational officers and policy makers engaged in school development and educational improvement.

Blog posts

Interview with Paul Cooper – Part 4: The Innovative Learning for All series

2 September 2010

"Whilst the books are driven by a vision of what the educational experience of students should be, they are also driven by an evidence based analysis of what we actually know about the actual day to day experience of students and their educators."

Interview with Paul Cooper – Part 3: The pros and cons of academies and free schools for students with SEBD

1 September 2010

"The history of educational policy 'innovation' tells us that the most vulnerable and at risk pupils are often ignored or, at best dealt with as an afterthought."

Interview with Paul Cooper – Part 2: Words of wisdom for new and experienced teachers

31 August 2010

"It is probably wise to recognise the possibility that SEBD are not only encountered in the classroom - staffrooms have their fair share..."

Interview with Paul Cooper – Part 1: The role of teachers in the lives of children with Social, Emotional and Behavioural Difficulties (SEBD)

30 August 2010

"It is easy to be fooled by the apparently dismissive attitude that some young people show towards to school. It may be the case that for many students school is, indeed, 'boring' but this does not mean that it is unimportant to them. On the contrary, the school is the main site where young people establish their independent identities outside the family unit. From their earliest experiences of schooling, children are engaging with a key social institution as individuals in their own right. Whether they see themselves as succeeding or failing, socially and academically, they cannot escape the impact of these experiences on their developing identities. Relationships with teachers are central to this identity formation process."

By the same author

Author information

• Carmel Cefai

Subject areas

• Education

Keywords

• child development,
• child psychiatry,
• child psychology,
• children,
• education,
• emotions,
• resilience,
• self esteem

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