| Summary: | The pressure on young people to achieve the highest grades is greater than ever. The consequences of this lead to many mental health diagnoses and an inability to take a positive view of their future. In this research, the relationship between resilience and performativity was explored using semi-structured interviews with seven Year 12 students from an English secondary school. The responses from these interviews were revealing, and have illuminated potential strategies to foster resilience in schools. The conclusion was that academic resilience is important for scholastic achievement and is able to offer some protection for well-being. However, in order to engender resilience, a whole-school approach focussed on caring relationships, positive and constructive feedback in line with high expectations, and teacher-student collaboration, must be established.
|
|---|