According to the Harvard Center for the Developing Brain, a number of slightly different definitions for resilience exist; however, the common essence is a 'positive, adaptive response in the face of significant adversity', developed over time through the interaction of protective and risk factors (also called stressors)

At The Key we utilise Brofenbrenner's Ecological Systems Theory as our framework for understanding human development (see diagram below). We recognise the importance of considering our pupils behaviour as the result of many different influences that have interacted during their life, and the need to consider a systemic perspective, not just a pupil-oriented point of view.

At the most basic level, we acknowledge that for our pupils to thrive, they need have more positive than negative experiences and factors influencing their lives. However, we also understand that there are specific protective factors that have been found to be more significant in the promotion of healthy, adaptive functioning; the most clear example of this is the role of a warm, caring adult attachment figure during childhood. We also recognise that every individual is different, with specific contexts that will cause stress, which reinforces the need to maintain close, positive relationships with our pupils and their families.