How can resilience be engendered in y12 students within a performative environment
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-st...
| Main Author: | |
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2016
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| Online Access: | https://eprints.nottingham.ac.uk/43751/ |
| _version_ | 1848796759928602624 |
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| author | Lynch, Emma |
| author_facet | Lynch, Emma |
| author_sort | Lynch, Emma |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:53:06Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-43751 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:53:06Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-437512017-10-12T23:59:34Z https://eprints.nottingham.ac.uk/43751/ How can resilience be engendered in y12 students within a performative environment Lynch, Emma 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. 2016-09 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/43751/1/Lynch_Emma_Dissertation_Biddulph.pdf Lynch, Emma (2016) How can resilience be engendered in y12 students within a performative environment. [Dissertation (University of Nottingham only)] |
| spellingShingle | Lynch, Emma How can resilience be engendered in y12 students within a performative environment |
| title | How can resilience be engendered in y12 students within a performative environment |
| title_full | How can resilience be engendered in y12 students within a performative environment |
| title_fullStr | How can resilience be engendered in y12 students within a performative environment |
| title_full_unstemmed | How can resilience be engendered in y12 students within a performative environment |
| title_short | How can resilience be engendered in y12 students within a performative environment |
| title_sort | how can resilience be engendered in y12 students within a performative environment |
| url | https://eprints.nottingham.ac.uk/43751/ |