ABSTRACT
This chapter outlines practical strategies for developing resilience in children in the classroom setting and Provides strategies to support a child and family in crisis. Resilience is the capability to recover from crisis, set back or disaster when normally these events would carry a substantial risk of long-term psychological harm. This chapter also gives the meaning of resilience and how it is developed in children. Johnson's paper reported on teacher student relationships and identifies not major interventions at school but the day-to-day little things that teaching staff do to make a difference to children in difficulty, a factor in resilience identified also by Masten. Intervening teaching staff is expected by children to offer practical help and to do something particularly in the face of school bullying or harassment. Equally a child or young adult who shows vulnerability to the impact of crisis and adversity may in later years learn to become resilient if provided with the necessary support.
