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The Resilience Revolution in Schools

Resilience is a term frequently used in society to describe people who are carrying on in the face of adversity.

We're hearing it much more in the wake of the pandemic to show how people are coping and finding ways to adapt.

Here in Blackpool we have developed a Resilience Revolution upskilling the whole community to build their own, and others, resilience based on Resilient Therapy.

This approach is an evidence-based process of enabling people to build their resilience and overcome adversity by recognising strengths, working co-productively and addressing inequalities by looking at a whole systems change.

Using a socio-ecological model ranging from each individual to government interventions we are 'Beating the Odds, whilst Changing the Odds'.

[Angie Hart (2013, 2016)]

The Headstart Resilience Revolution Blackpool

Initially funded by the National Lottery and based on the work of Professor Angie Hart, The Resilience Revolution is a social movement made up of people across the town… basically anyone who lives, works or volunteers in Blackpool is invited to join us and come together to work out how to build a resilient town to grow up, live, work and thrive in.

Schools are a fundamental part of this and every school has worked with an Academic Resilience Approach Facilitator.

Life can be a challenge for lots of different reasons, for some more than others. We want everyone to have the opportunity to learn more about what they can do to overcome these challenges and thrive, for themselves and others (building individual and community resilience) …

AND we want to challenge and change the things that make life difficult in the first place (reducing inequalities)

We call this beating the odds whilst also changing the odds.

The Resilient Classroom

Basics

The classroom will be a place where communication verbally and non verbally is seen as important
Resources are available and are of a good standard to show the value placed on communication.
The classroom is a safe place for learners support for emotional wellbeing as well as curriculum
Where appropriate visuals will support the day to day running of the classroom such as timetables and routines
Strategies for effective communication will be used by all adults in the classroom and no judgement will be made of the young people who need clearer language
Visual support for classroom rules will support equality and equity.
Pupils learn about SLCN differences and are given opportunities to support their peers

Belonging

Language used well will encourage children to feel that they belong and that they are in a good place.
Visuals, such as photographs of the members of the class, pupils and staff are displayed fostering a sense of belonging, encouraging good relationships
Developing good listening and attention skills at an optimum level for age and ability encourages responsibilities and obligations by highlighting that the listener has a responsibility to actively and consciously listen
An ethos which encourages communication between peers and develops friendships and healthy relationships
Communication is used to help pupils focus on good times and places and understand what has happened in their life. This will be more appropriate for some individuals within the classroom.

Learning

A range of strategies, such as chunk-chill-check, will be used to develop understanding of information within the classroom and make school work as well as possible
Pupils will have access to mentors who know and understand their communication needs and actively work to break down barriers, beat the odds and change the odds
Organisational skills will be supported by visual supports such as prompts, lists, visual timetables and now and next board, this visual assistance with organisational activities will also help young people develop life skills
Achievements are celebrated using a variety of communication tools not just orally
Systems, processes and structures within the school and classroom will be adapted and challenged where needed to ensure that all children’s communication needs are met.

Coping

The classroom rules and behaviour policy will be communicated in a way to help all to understand right and wrong as much as they can.
Communication around feelings and emotions are appropriately encouraged. There are opportunities for bravery and positive risk taking
Problem solving strategies will use a range of communication methods not just speech. Visual supports such as task maps and problem solving flow charts will be available.
Strategies for calming down and self-soothing will be available visually, not just in written or spoken form.
A pair of positivity glasses is a great visual support to help young people focus on the good things in life!
There is a fresh start every day for all!

Core Self

Aspirational communications, demonstrating successful individuals who have overcome communication difficulties will help instil a sense of hope within the classroom.
Visual supports such as photos, mirrors, feelings cards within the classroom can help young people understand both their own feelings and those of others.
Communication difficulties should not prohibit young people from exploring their talents and opportunities should be used to develop this wherever possible.
A classroom where use of visual supports for communication is embedded will demonstrate that there are existing solutions for problems that can be easily used.