We won’t know the true impact of the tumultuous past few months on children and young people for some time. In fact, we may never know the subtle changes that have happened to some of our pupils. And it is important to remember, in the next few months of this new school year, that not all of the effects of the pandemic on our students will necessarily be negative.

So we need to be cautious. There is a risk that, when they’re back at school, the experience of children becomes dominated by the language of risk, trauma, damage and loss. Yet, springing from periods of challenge, we can experience personal growth and development that leave us stronger.

The development of resilience - that is, the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress (American Psychological Association, 2012) - could be one positive and powerful consequence of the pandemic and its aftermath for pupils and teachers. The association says that “becoming more resilient not only helps you to get through difficult circumstances, it also empowers you to grow and even improve your life along the way”.

As teachers, we need to recognise that how we respond as our pupils return will be crucial in supporting them to reflect on and make sense of their experiences of lockdown - and to use this to learn and grow.

The factors that support the development of resilience when working with children have been widely explored and there are some powerful starting points on which to build our plans for the autumn term. Firstly, we should prioritise relationships. Pupils and teachers will benefit from opportunities to connect with their friends, peers and colleagues. O’Hare and Riviere (2020) say that “our capacity for resilience comes from the interaction of many different parts of our lives that are connected”.

We need to provide the chance to rekindle friendships and ensure that we approach all interactions with empathy and understanding. Now is not the time for judgement or a lack of positive regard.

Taking care of the physical health of the children will also be an important feature of any curriculum. Stress is felt physically as much as it is emotionally. Helping children to develop their physical strength and stamina and to enjoy the sense of being physically active will be a powerful tool. Working as a team helps to bring a powerful sense of belonging (Gowing, 2019).

Helping children to find purpose and agency in their return to school, and assisting them in developing a sense of connectedness to their communities, will be vital, too. Of course, ensuring children make strong and sustained progress academically is part of this. Working together to ensure that everyone achieves their potential is a powerful motivator and can provide a sense of purpose and direction for all involved.

Finally, helping children to know and understand how to maintain a healthy and positive outlook will be a powerful narrative. By celebrating the positive ways of supporting each other and coping that we have developed since March, we can adopt an approach that emphasises resilience, without ignoring any negatives.

Megan Dixon is director of research and development at the Aspire Educational Trust

This article originally appeared in the 4 September 2020 issue under the headline “Pupil resilience could be one positive from lockdown”