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ERIC Number: EJ1032659
Record Type: Journal
Publication Date: 2013-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0013-1784
Havens of Resilience
Henderson, Nan
Educational Leadership, v71 n1 p22-27 Sep 2013
Schools are natural environments for helping all children cultivate the resilience that resides within them. Research shows that schools are filled with the conditions that promote resilience (Werner, 2003). These include caring, encouraging relationships, role models, and mentors (Theron & Engelbrecht, 2012; Thomsen, 2002; Walsh, 2012); clear and fair boundaries and structure (Benard, 2004; Theron & Engelbrecht, 2012); exploration of other worlds and possibilities (Birdsall, 2013); stories of overcoming adversity in literature, films, and history (Walsh, 2012); and basic human respect and dignity that too many kids do not find in their troubled homes (Benard, 2004; Thomsen, 2002). How exactly does a student become more resilient? And how can schools most effectively capitalize on their power to promote resilience? The short answer is that a student's resilience is fostered when his or her internal and environmental protective factors are strengthened. These protective factors can buffer, ameliorate, and mitigate the effects of risk and stress, propelling the student to academic and life success. One of the most effective resilience-building actions educators can engage in is to dig for and reflect back to a student his or her strengths--the internal protective factors that students have often honed during times of stress. Recent research shows that a positive school climate contributes significantly to academic success, especially for struggling students in urban schools. Educators should regularly ask all stakeholders in the school community how they are doing in classrooms and schoolwide to help all children cultivate resilience.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A