How can resilience be engendered in y12 students within a performative environment

Lynch, Emma (2016) How can resilience be engendered in y12 students within a performative environment. [Dissertation (University of Nottingham only)]

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Abstract

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.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 23 Jun 2017 14:03
Last Modified: 12 Oct 2017 23:59
URI: http://eprints.nottingham.ac.uk/id/eprint/43751

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