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Developing Resilient Learners

What is Resilience?

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress—such as family and relationship problems, serious health problems, or workplace and education stressors. As much as resilience involves “bouncing back” from these difficult experiences, it can also involve profound personal growth.

Resilience at Fen Rivers Academy   

Resilience within the Curriculum

KS1
  • I listen to feedback from adults.
  • I carry out activities even the tricky ones.
  • With help I recognise my achievements.
  • I keep focused on a task that interests me.
  • I use the resources I have been given to complete a task.
  • I work well when given work that I enjoy.
  • I manage distractions and have ways of ignoring silly behaviour by others.
  • I know when to ask the teacher for help.
KS2
  • I keep going with an activity for the pleasure it provides, sometimes also for praise or reward.
  • I carry out an activity to reach an outcome a teacher has helped me with.
  • I carry out an activity for the satisfaction of having created or learned something.
  • Know when to ask the teacher for support.
  • I recognise my achievements in some areas.
  • I keep focused, and sustain my attention, sometimes getting slightly distracted.
  • I use the resources I need to complete a task.
  • I recognise when I am most motivated.
  • I manage distractions at school and I am getting better at this whilst doing my homework.
KS3
  • I keep going with an activity for the pleasure it provides, not for reward.
  • I carry out an activity to reach an expected outcome.
  • I plan, carry out and finish an activity for the satisfaction of having created or learned something.
  • I set my own rewards and can reflect on tricky situations.
  • I recognise my achievements and celebrate them.
  • I keep focused, and sustain my attention, resisting distractions.
  • I organise the resources I need to complete a task.
  • I recognise how different learning contexts affect my motivation.
  • I manage distractions both at school and when doing my homework.
  • Can verbalise my challenges to an adult regularly.
Learning environments:

Examples of Resilient Rabbit or Resilient Rosa learning skills and achievement is visible in every classroom. We celebrate and promote resilience within our classroom displays across different subjects for students to be proud of. Likewise, staff model examples of being Resilient in every day life through a school display board. Resilience goes beyond academic context and this is modelled by all.

PSHE lessons:
  • Resilience is promoted through the Programme of Study within taught PSHE lessons (through PSHE association framework). 
  • Some mandatory topics include the development of ‘resilience’ skills overtime and add to long-term memory strategies. Resilience is organically taught and discussed as part of the “three core themes” within our PSHE framework – Health and Wellbeing, Relationships and Living in the Wider World. 
PDBA lessons:

Resilience is the fundamental theme that runs through our afternoon learning, part of Personal Development, Behaviour and Attitudes (PDBA) provision. Our SEMH assessment tool supports how we plan and personalise our learning activities, and also underpin sessions in Pro Social, Blocks to learning and Executive Functions. 

Our trauma-informed approach:

Motional assessments and snapshop data provides an insight into how all children are developing resilience overtime, and staff use data to reflect on the progress students are making and informs their language, tone and co-regulatory practice. The ‘Optimal activation tool’ support teachers awareness of their students mental health, in terms of under-activated or over-activated within the six brain systems. 

Long-term planning:

Subject schemes of learning highlight where learning opportunities embed a particular lesson focus on ‘resilience, and the Resilient Rabbit icon is visible. Teaching staff aim to make resilience clear when introduced in lessons.

Domains of Resilience for Adults

Find more information at: https://www.boisestate.edu/broncofit/resilience/

Useful links: Public Health England: Every Mind Matters

https://campaignresources.phe.gov.uk/schools/topics/mental-wellbeing/overview

Age-related Understanding of Grief