Resilience has been a buzzword in schools for the best part of a decade, but, in the current chaotic climate, it’s more relevant than ever.
According to Public Health England’s Building Children’s and Young People’s Resilience in Schools review, resilience is “the capacity to bounce back from adversity”. Individuals, families and communities who are more resilient are better equipped to deal with challenges, it says, along with having better interpersonal relationships and more supportive, cohesive schools and communities.
But the Covid-19 crisis and its knock-on effects have led to some extremely challenging circumstances for young people, particularly those from socioeconomically disadvantaged backgrounds.
So if resilience is key to arming young people in the face of adversity, how can we help increase it, without increasing the burden on teachers?
Developing students’ resilience
At Framlingham Earl High School in Norfolk, a portion of form time is set aside for mindfulness, explains acting assistant head Lisa Andrews.
“We decided to create two form times a week called Start the Day the Right Way, where we focus on mindfulness activities. The hope is to burn off any stressed-out energy straight away, so the day can be more positive,” she says.
The start of the day is also crucial for the staff and students at Savio Salesian College in Bootle, according to designated safeguarding lead Clare Murphy-Worrell.
“Teachers need to be positive, as they may well be the most consistent thing in these young people’s lives,” she says.
“Every morning, when I am on gate duty, I make sure I smile and welcome students, as this is their first contact with school.”
Boost belonging
Angie Hart is a professor of child, family and community health at the University of Brighton and co-founder of resilience community Boingboing. She encourages schools to nurture a sense of belonging among their young people, particularly after so long away.
“Research studies suggest that meeting basic needs, having a strong sense of belonging in the school, knowledge of a range of coping skills and a sense of identity all mitigate the impact of adversity.
“A policy, for instance, which allows staff to send a postcard to children they know might be struggling at home, will give a great boost to their sense of belonging and capacity to overcome challenges.”
Giving students positions of responsibility can also help them to develop their sense of belonging. Gill McKarkiel-Powell is assistant head of inclusion at a school in East London that has recently introduced a student friendship ambassadors programme, which she says is bringing benefits to all involved.
“Friendship ambassadors ensure that no one is left out at break times,” she explains. “We have around six of them; they take turns to be on duty and to be on hand to help. The ambassadors have learned a lot from their role, while still supporting other children.”
Try a worry box
Letting go of worries is easier said than done, as anyone who has woken up with the 4am fear can testify. But there are some useful tools that teachers can use to encourage young people to de-stress in these difficult times.
At McKarkiel-Powell’s school, each class has a worry box, where students can post their worries (anonymously, if preferred). The teacher reads them once a week and deals with them accordingly, but, she says, often the act of writing down the worry and putting it in a box is enough to lift a lot of concern.
Express gratitude
It is easy to focus on the negative aspects of the world at the moment, but at McKarkiel-Powell’s school, students are encouraged to complete a gratitude diary every day with three things (however small) that they are grateful for.
“It’s really good to hold on to positives,” she says. “Children can also look back on it when they are really struggling. We encourage them to find ‘the gift’ in the situation of lockdown.
“Lots of them learned new skills, such as riding a bike, or they got to spend more time with their family. These can be shared and displayed.”
Instil routine
Pam Carpenter, a relationship manager from Thrive, a company that specialises in training teachers and other education professionals to support children’s emotional and social development, is keen to stress that building resilience is not just about the activities that teachers are setting, but how children are supported through the relationship of an empathic adult.
The loss and change experienced by some young people at the moment may lead to them being in a state of fight, flight or freeze; the brain’s reaction when faced with a potentially threatening situation. The adult’s role is to create feelings of security, Carpenter says, and one way this can be achieved is through routine.
“Predictability helps young people to feel contained and safe,” she says. “Staff should work hard to keep to routines and give students as much warning as possible regarding any potential changes. If young people are in a hyper-vigilant state, as a result of feelings of uncertainty and a lack of safety, any little thing could tip them over the edge.”
Get creative
Some young people may find it hard to express their feelings, for a variety of reasons, including a lack of vocabulary or not fully understanding them. Offering them a creative outlet can help to externalise the internal, Carpenter explains.
“Creativity is a safe way for young people to express their feelings and to reconnect as a school community,” she says. “Each bubble could create a piece of artwork, to form part of a larger jigsaw or patchwork of art, providing a safe way for the whole school to connect.”
Don’t forget yourself
Teachers are used to helping children navigate challenging experiences, but the current situation is exceptionally tough, even for adults. Carpenter warns that if teachers do not look after themselves, and learn to notice when they are feeling dysregulated, it will be difficult for them to help.
“It starts with self-awareness,” she says. “Try to notice when you are teetering on the edge, and learn to do things that will help you in the moment. It could be deep-breathing, going for a quick walk or just sitting down with a cup of tea.”
Having designated time for teachers to sit down with each other (two metres apart, of course) can also be beneficial. At Lisa Andrews’ school, they have created a mental health working party so staff can share ideas - and they are looking to set up a student version as well.
Teachers can often find themselves sacrificing a lot for the job, but now, more than ever, it is essential to recognise when things are not going well and to prioritise your own self-care.
Gemma Corby is a freelance writer and former special educational needs and disability coordinator
