Resilience : steps to an action research project
08 Mar 2017
This entry relates to one of our schools that we have been in for almost a year. Initially the work was round supporting the headteacher by facilitating discussion around ethos; our first building block. As a result the school has created a framework focusing on 10 elements of learning. The school decided to move forward by modelling an action research approach that can then be evaluated, modified and replicated in September 2017. Below is a summary of the steps they are taking in developing the action research project;
1 Agreeing the focus
2 Identifying tangible outcomes
- Developing children’s knowledge, understanding, use and application of ‘resilience’ to support and enhance their learning.
- Developing aspects of oracy with a focus on; enhancing the ‘breadth and depth’ of ‘emotional language’ and developing the language of ‘resilience’ to ensure children can communicate effectively this aspect of their learning.
3 Defining intended impact
- A ‘set’ of learning attributes to underpin ‘resilience’.
- An explicit visual model to support children’s learning.
- A ‘set’ of sentence starters to support both children and staff.
Based off this the school have agreed some focused actions (March 2017)
a) Developing emotional language
- Children recognise and manage their emotions more effectively.
- Children’s; language developed to enable them to more effectively articulate aspects of their learning, with a focus on resilience and an increased understanding of the ‘concept of ‘resilience’ and it's importance in their learning.
- Children’s use of a visual ‘model’ to enhance resilience.
- Children become more resilient.
b) Carrying out an audit
- Consolidate ‘graded emotional washing line’; using words, pictures and/or diagrams.
- Use ‘bucket dippers’, Giraffes cant’ Dance, a Bag Full of Worries or similar text to extend the breadth of language on the ‘graded emotional washing line’.
c) Introducing the notion of resilience
- Carry out a baseline audit by adapting Appendix A from : Bouncing back : how can resilience be promoted in vulnerable children and young people Believe in children. Barnardo’s by Jane Glover Published 2009. Evidence to be collected from individual modified questionnaires, semi structured interviews and observational notes for a sample group.
d) Experiencing resilience
- Use power point to explore the children’s initial understanding of resilience.
e) Making sense
- Develop activities to explicitly ‘test’ and ‘experience' resilience.
f) Sharing the process
- Create a classroom display that ‘captures’ and helps children make sense of ‘resilience in context'; using annotated photographs, diagrams, pictures and children’s and teacher’s comments.
g) Developing our own understanding by exploring the following
Glover, J. (2009) Bouncing back : how can resilience be promoted in vulnerable children and young people, Barnardo's: London.
Public Health England (2014) 'Building children and young people’s resilience in schools', Health Equity Briefing 2 : September 2014, Public Health England PHE publications gateway number; 2014334
Building resilience in Young Children Booklet for parents of children form birth to six years Best start / meilleur depart by / par health nexus sante
- Create opportunities for the action research project to be shared’ step by step’ with other staff.