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Building Resilience

Easy to say, but not so easy to do (without the right expertise).

One of the most important aspects of school life is to ensure we are building resilience in our young learners. But what exactly is resilience and how can this be nurtured? How do we ensure that this isn't merely a 'buzz word' or a clever soundbite? How do we ensure a bespoke and individualised approach? First, let's start with a definition. Resilience can be defined in the following way:

A dynamic process to adapt successfully to a challenge or a risk.

So how exactly can resilience be improved? At ISB, we focus on four key areas to ensure every student excels in each aspect of their education.

Competence: The skills and knowledge that enable you to manage the task.

Confidence: The belief in your own abilities and worth.

Connection: The sense of belonging and support from others.

Contribution: The feeling of making a positive difference to your community.

Ref - Henderson & Milstein 'Resiliency in Schools' (2002).

Our aim is to ensure students of all ages are supported in this process. Having a more detailed understanding of these four components enables us to target provision on an individual level. Knowing that each child is unique, as we do, ensures every students' programme of study is differentiated. Our goal is for parents to see these elements through regular Seesaw posts, building up a journal of learning over time. My hope is that parents see regular evidence of competence, confidence, connection and contribution within their child's education. Components of resilience will also be represented in how we report to parents.

Our curriculum is knowledge-rich to ensure students build up their competence, you can't problem solve with knowledge you don't have. Our focus on emotional support, wellbeing, and positive relationships build up confidence and connection. Our regular celebrations of individual achievements ensure a sense of contribution to wider school life. By integrating these strategies into our educational practices, we can contribute significantly to the development of resilient and adaptable individuals.


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