Understanding Emotional Academic Resilience

Resilience is a frequently misunderstood, and consequently, is taught in many ineffective ways. There are many forms of resilience that can be taught, but for school pupils, this resilience must be targeted to specific need. EAR, or emotional and academic resilience, addresses this bespoke need and equips both pupils and schools to understand the need of this non-cognitive quality, learn how to implement it, measure it, and use it to break down emotional and academic barriers to success.

Benefits of more Resilient students

Research shows that a more resilient pupil will achieve higher attendance, demonstrate lower behaviour issues, be more aware of emotional needs and triggers, and be able to develop better academic skills to achieve greater academic outcomes.

The course will overview the rationale for resilience development, and the identification of the key components necessary to achieve greater academic success and emotional security. Beyond this identification, numerous practical ways are introduced that will offer a menu of choices for staff to implement according to their bespoke student and school need.

INSET Outcomes

EAR Toolkit

  • Embedded resilience across the school – an ongoing sustainable programme that has real measurable impact
  • Identified bespoke pupil emotional and academic barriers
  • Developed engaging active learning techniques and strategies, and an effective multi media ‘toolkit’ for building EAR
  • Provided protective certified mental health and wellbeing practices
  • Created effective staff and student ideal learning environments based around one to one, group and whole school delivery
  • Optional use of LIVE student learning scenarios
  • Evaluated, monitored and assessed the impact on all students

Who is the INSET for:

  • Teachers
  • TA’s
  • SLT
  • Parents/ Carers

INSET Outline

Identifying and applying EAR Components

  • This will involve looking at various resilience barriers and how these can be overcome through cognitive and non-cognitive skill development
  • Use of classroom skills and whole school embedding of strategies
  • Pupil collection of existing EAR resilience examples and apply these to school and other learning scenarios

Using Live pupil learning scenarios

  • Use of peer support systems to evaluate resilience factors
  • Compilation of effective resilience techniques
  • Across school data collection and feedback to identify resilience

Developing measured intervention coaching frameworks in resilience

  • An analysis of intervention coaching frameworks appropriate to resilience needs
  • Measure and audit EAR progress
  • Use non-educational data to review non-academic progress in terms of attendance, behaviour, school integration and contribution, agency dependency.


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