Resilient Kids currently comprises of four resource packs which have been developed by educational psychologists in conjunction with children’s services colleagues. The packs have been written and piloted in collaboration with schools, seeking feedback from colleagues and young people. The packs are for use at different times: nursery to primary transition; middle primary; primary seven (pre transition to secondary) and lower secondary school (called Resilience 4 Life). The aim of the programme is to support the development of young people’s emotional literacy and resilience.
Each course takes a universal approach targeting all children in a class, rather than just a small group, and involves the participation of the class teacher where possible. The underlying ethos of the programmes is that every contribution is valued and where focused group work is offered effectively without excluding or stigmatising vulnerable groups. All children in classes are taught important skills in a context where empathy and positive attitudes are fostered.
It is now accepted that when social and emotional learning is targeted within a school curriculum that this has positive impacts: nurturing builds resilience, appropriate responsibilities help children feel valued, recognised and respected and being included has a positive effect on emotional wellbeing. Researchers have found that prosocial behaviour in the classroom is linked with positive intellectual outcomes (DiPerna and Elliot, 1999; Feshbach and Feshbach, 1987; Haynes et al, 2003; Pasi, 2011). There is a large body of empirical research demonstrating the link between social and emotional learning and academic success (Zins et al, 2007; Taylor & Dymnicki, 2007).