BUILDING RESILIENT SCHOOLS

A FRAMEWORK FOR SCHOOL

LEADERSHIP DEVELOPMENT
 SCOPE

Meaning of the concept “resilience”

Resilient schools
Characteristics of ‘resilient schools’
Usefulness of the framework for development
What can be done to increase levels of resilience?
 MEANING OF THE CONCEPT ‘RESILIENCE’
‘Resilience conveys both the capacity to bent without breaking
and
the capacity, once bent, to spring back’ (Valiant, 1993)
‘Resilience is the human capacity to face, overcome and
even be strengthened by the adversities of life’ (The Resiliency
Resource Centre, USA)
Important theoretical elements:
Salutogenic vs. pathogenic paradigm (solution oriented vs. problem
oriented)
Strengths approach (focus on strengths instead of weaknesses)
Hardiness (A perspective on the world characterised by commitment
control and challenge that protects people from harmful
effects of stress)

Thriving (in response to a stressor/crisis, people often achieve

 WHAT DO WE MEAN BY ‘RESILIENT SCHOOLS?’
The concept ‘resilience’ was used more with reference to
individuals. Only recently has the concept been used with
reference to organisations and or communities.
Few articles appear in literature on ‘resilient schools’
A South African Research Study by P. Christie and M. Patterson,
two ‘school change’ researchers, applied the concept in exploring
why certain schools succeed while similar schools – often in the
same community – don’t. (1997)
Most of the schools described by them struggled with problems
in their environments – poverty and unemployment, crime,
violence, etc.
These schools were not free from problems, rather their
resilience manifested in the ways they faced and
 CHARACTERISTICS OF A ‘RESILIENT SCHOOL’
A sense of responsibility.
Leadership.
A commitment to teaching and learning.
Safety and organisation
Authority and discipline
A culture of concern
Governance and community relationships
Parental involvement
Relationships with education departments
 A SENSE OF RESPONSIBILITY
A resilient school is able to recognise what sorts of things they
are able to do for themselves, to muster necessary resources and
to act. This can be:
in small ways within the schools (sweeping classrooms,
picking up papers on the playground)
reaching out in ways that do not need resources (bringing in
community people to help with maintaining of school
boundaries so that drugs and alcohol are not sold through
fences)
reaching out in ways that do involve acquiring resources
(e.g. raising money, often from people outside the school, to
build a fence or buy computers)
The key is a preparedness to act and move away
 LEADERSHIP
A resilient school has strong managers and leaders. They display
the following features:
adaptability – willingness to change if something appears not to be
working;
flexibility of approach – a willingness to try different things;
preparedness to consult with staff;
commitment – to staff, students, teaching and learning, and the
school as a community;
concern for the wellbeing of the school – rather than a
commitment for own careers;
sense of purpose – often stemming from a religious
or social commitments, as well as an educational
purpose;
courage – willingness to take risks, including being unpopular with
staff or students.
 A COMMITMENT TO TEACHING AND LEARNING
A resilient school has a strong educational vision. They view
teaching and learning as their primary purpose.
It is an essential source of resilience and one of the key
characteristics of success against the odds in disadvantaged
schools in South African.
Successful schools in the study:
had well organised programmes of teaching and learning;
timetables were evident;
teachers and students were working inside classrooms;
movement between classes was purposeful;
attendance by staff and students;
discipline;
non acceptance of lateness and absenteeism;
 SAFETY AND ORGANISATION
A resilient school has the ability to provide a demarcated safe
and orderly space for teachers and learners by:

maintaining physical boundaries and that of time and space;

working along regular routines;
maintaining social relations of authority, accountability and
respect;
maintaining rituals such as assemblies and uniforms
 AUTHORITY AND DISCIPLINE
A resilient school has a strong link between educational vision
and discipline.
Disciplinary action against late-coming, absenteeism, substance
abuse and ‘going out of hand’ were linked to educational purpose,
rather than being seen as ends in themselves.
Consistent disciplinary practices are important.
Appropriate, accountable and legitimised practices are a source
of resilience.
A vital feature in the maintenance of discipline is personal
interaction – students are personally known by principals and
teachers
 A CULTURE OF CONCERN
A resilient school has a strong culture of concern demonstrated
through the following:
leadership that takes the views of other into account;
personalised relationships with learners;
discipline that involves parents;
a focus on engaged teaching and learning;
sense of agency;
viewing the school as ‘family’;
past students still feel connected and visit schools.
 GOVERNANCE AND COMMUNITY RELATIONSHIPS
A resilient school has strong, efficient school governing bodies on
which parents have the largest numerical representation and
where students are also represented in secondary schools.
Numerous difficulties must be overcome:
parents interest is neither constant nor sustained;
parents see schools as having responsibility for their
children;
attempts to involve parents are seen as the school not
fulfilling its responsibility.
A working relationship with the community is vital for protection
against theft and vandalism. Making school facilities available for
community meetings in exchange for keeping a watchful
eye over buildings.
 PARENTAL INVOLVEMENT
A resilient school has managed to overcome the challenges of
gaining parental involvement by:
At least having parents as a backstop in discipline;
Support in fund-raising and governance are difficult.

Creative ways to involve parents are needed, e.g.

Involve children in activities during parent meetings –
conducting a play or displaying art.
Rewarding parents in some or other way who are involved.

Learn from schools who got it right.

RELATIONSHIPS WITH EDUCATION DEPARTMENTS

A resilient school maintains a healthy but not overly dependent

relationship on the education departments.
School principals have a good grasp of current policy issues and
debates.
Although contact with department officials are valued,
principals expect to be able to operate with at least a degree of
autonomy.
School principals can often be a source of information and
advice to officials.
USEFULNESS OF THE FRAMEWORK FOR DEVELOPMENT

The study used an interesting mix of two school change research

approaches:
school effectiveness
and
school improvement

Features of ‘resilient schools’ must not be used as a ‘checklist’

Can you easily apply it to your schools?

WHAT CAN BE DONE TO INCREASE RESILIENCE IN
SCHOOLS?

Some helpful ‘tips’ from the American Psychology Association:

Avoid seeing problems as road-blocks, but rather as
obstacles that can be removed;
Accept circumstances that cannot be changed;
Develop realistic goals and move towards them;
Take decisive action in adverse situations;
Look for opportunities;
Keep a long-term perspective;
Maintain a hopeful outlook, expect good things and visualise
what is whished for
Take care of your own body and mind.
Any other ideas?
CLOSING AND DISCUSSION

Strategies to ensure that schools are resilient learning

environments can be implemented and are found to improve
learning and behavior as well as teacher satisfaction . (Kevin
Dwyer, American School Psychologist)

QUESTIONS, COMMENTS ARE WELCOME!