In last week's blog we
explored some of the key factors that schools can promote to
develop resilient students. Last week's post looked at four factors
that can significantly impact on students connection to school -
school curriculum, school ethos, teacher/student relationships and
peer/student relationships.
This week we are going to explore the importance of creating a
supportive climate at school to support students' resilience.
Most young people attend school daily and whilst at school, the
school community can provide a space for young people that is safe
and gives them a sense of control over their lives.
Research has shown that the climate of the classroom is a key
component of creating a supportive school community. Success in
school is more likely when students perceive that their teachers
believe in them, show a caring approach, provide them with ongoing
opportunities to engage in purposeful learning, and reward and
acknowledge participation, effort and achievement. School programs
can significantly enhance resilience when they promote the
development of:
- caring relationships which offer support,
compassion and trust
- a culture of high but achievable expectations
where teachers offer respect, guidance, affirmation and
acknowledgment and build on the strengths of students.
- ongoing opportunities for participation and
contribution which foster responsibility, real decision-making
power and build ownership.
But what does this look like in practice in a school. Here are
some practical ideas that you can use.
Creating caring
relationships
We know that students feel connected to a teacher if that
teacher takes an interest in their world beyond the classroom. We
also know that having one significant adult in their life that they
trust and relate well to is a key protective factor from mental
health difficulties. How well do you know your students beyond the
classroom?
Think about some of the students you have taught today. What do
you know about them? What do they value? What do they want to be
when they leave school? What do they believe they are good at? What
do they love doing outside of school? What sporting team do they
follow?
These are are some simple questions that can help you learn more
about the student and show that you are taking an interest in them
beyond the subject you teach. Also by knowing these things about
students it can create conversation starters that will further
reinforce the connection.
So take the time when you are out on playground duty, or waiting
for students to arrive at the classroom, or walking back to the
change rooms to have a conversation with students to learn about
them - what makes them tick. It could have mutual benefit - for
your students - they will feel connected and valued; and for
teachers, research shows that students that feel respected by their
teachers are more likely to engage in purposeful learning in the
classroom. Now that's reason enough to fire up a
conversation.
Maintaining a culture of high
expectations
Setting up a climate of high expectations and purposeful
learning opportunities in your classroom is a key to engaging
students. In practical terms this can be as simple as:
- supporting students to identify their strengths and provide
opportunities for them to achieve success by building on their
strengths as well as providing students with opportunities to
identify anddevelop their areas of weakness.
- building in learning opportunities to support students to set
realistic goals for your subject, and providing scaffolds or models
for how they can organise their work to achieve success
- providing learning opportunities that are meaningful and
purposeful for students, including opportunities for students to
link their classroom work to their life outside of school eg
Service learning, volunteering, internships.
Providing opportunities for meaningful
participation
Research consistently shows that increased participation leads
to high morale and a sense of connectedness to the school, both of
which are protective of mental health. This culture is
represented both in the ways in which students are treated in
classrooms, and in the structural ways in which schools ensure
student involvement in formal decision-making.
Here are some ideas of what you can do in your classroom to
provide opportunities for meaningful participation:
- explore class groupings that encourage participation by all in
the classroom such as allocating specific roles or tasks to group
members and ensuring that all students experience roles that build
on their strengths and challenge them realisitcally.
- be conscious of how you select students to paticipate in
activities ensure that their is equity in the opportunities
provided to students
- provide students with the opportunity to be active
decision-makers in relation to what they learn, how they learn and
how they are assessed
- ensure that all students are able to contribute to class
discussions and decisions
- about important issues, rather than just the dominant few.
We would love to hear some of the strategies that you use to
create a supportive environment in your classroom. What's worked
for you? Let us know and join the discussion...