Reconsidering Resilience in Education

Adeela ahmed Shafi, MBE, is an associate Professor in Education with a background in psychology and education and has been teaching in higher education for over 17 years. Her research draws on psychological theories to explore how to re-engage young offenders with formal education and learning in a secure custodial setting.  Adeela's other research includes how to develop academic resilience and buoyancy in higher education students.  She has also worked on international projects in Rwanda and Pakistan as well as an EU project on emotional education.  Adeela has recently won two EU bids of 3 years duration, each running parallel.  The first is on re-engaging young offenders with education and learning with three European partners.  The second is a project designed to develop social and emotional competencies through active games in young people in conflict with the law.  This is with ten partner across seven European partners.  Adeela has anestablished publishing profile and leads the REF (Research Excellence Framework) submission for Education at the University of Gloucestershire.  Adeela is an active community worker and also stood for MP in 2010.Tristan is Senior Lecturer in Education and Joint Course Leader for the MA Education suite at the University of Gloucestershire. Tristan is an experienced primary school class teacher, Senior Leader, Special Educational Needs Coordinator and Designated teacher for both Safeguarding and Looked-After Children. He also ran a Nurture Group for seven years. Tristan is Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCO Award Provider Partnership and Associate Editor of the International Journal of Nurture in Education. He is currently a member of the Erasmus+ RENYO project team focusing on the re-engagement of young offenders with education and learning, with three European partners. He has recently published “Using an Inclusive Approach to Reduce School Exclusion: A Practitioner’s Handbook” with Lynda Kay, published by Routledge and the book chapter “Teaching Assistants identifying key factors to their successful work with challenging children and finding a new discourse.” In: H.R. Wright & M.E. Hoyen (Eds.) Discourses We Live By: Personal and professional perspectives on education. Open Book Publishers, Cambridge and co-authored “SENCO Induction Pack: Supporting you at the start of your journey” for Whole School SEND/nasen/DfE/LLSENDCiC.Rick is a Senior Lecturer in Education and the Course Leader for the BA (Hons) Education at the University of Gloucestershire where he has worked for the past 10 years.  Prior to that he has a long history of working within education, but in different contexts and phases. These include as a Drama and Music teacher across age ranges, a teacher of learners with social and emotional difficulties 5-18, a teacher of English as a Foreign Language to children and adults and a teacher trainer.  He has worked in various countries including Spain, Oman and Egypt and in schools, further education colleges and universities including Leeds and Birmingham.His current interests are in social justice and sustainability and in the role of education in helping to create a fairer and sustainable world.  He is currently working on an international research project, A Rounder Sense of Purpose, which is developing a framework of competences for educators of sustainable development linked to the Sustainable Development Goals. This has led to various recent publications alongside work into developing academic resilience and buoyancy with higher education students.Sian Templeton is a Senior Lecturer in Education at the University of Gloucestershire and a practicing Educational Psychologist working with teaching staff, children, young people and their families.  She hasworked in a variety of educational settings with a focus on supporting the social, emotional and cognitive needs of vulnerable learners to enable them to engage with education.   She achieved this through working directly with the young people, with the families, teaching staff and a range of professionals from health and social care.  In addition to direct work, she also believes in exploring more systemic opportunities for promoting and supporting access to education for all.  She teaches on both Undergraduate and Postgraduate courses within her University role across a range of areas within education and leads on a number of psychology-based education modules.  She is involved in ERASMUS + projects related to her areas of interest.  Sian’s research includes resilience, emotional education and supporting young offenders in re-engaging with education and she is just commencing her DEdPsy at University College London.

• Part I Resilience: Building a model.- Chapter 1. A Need for Resilience.- Chapter 2. Towards a dynamic interactive model of resilience.- Chapter 3. Resilience and Society.- Chapter 4. Resilience in Education: Hindrance and Opportunity.- Chapter 5. ‘Teaching’ Resilience: Systems, pedagogies and programmes.- Part II: Exploring Resilience in Educational: Practice.- Chapter 6. Resilience in the Early Years.-  Chapter 7. Resilience, well-being and mental health: The role of education settings.- Chapter 8. Resilience in Practitioners working in the field of SEND.- Chapter 9. Using Assessment Feedback to Develop Resilience.- Chapter 10. Educator Conceptualisations of Emotional Education and Resilience.- Chapter 11. Young Offenders and the Complexity of Re-engaging them with Education.- Chapter 12. Developing an emergent resilience through Self-Organised Learning Environments.- Part III: Looking forwards.- Chapter 13. A Rounder Sense of Purpose: educator competences for sustainability andresilience.- Chapter 14. Conclusion.