ABSTRACT
This chapter explains the term ‘resilience’ and provides a working definition that recognises its complexities along with the ways it is, and can be, supported in practice. It emphasises the need to consider children as unique individuals who have predisposed characteristics, have varying adverse experiences and have various support groups. The chapter provides two examples of resilience programmes carried out in the UK. There is evidence that resilience programmes can support children. Children encounter a diverse range of experiences including for some significant adversity. The dominance of the standards agenda could lead to some children experiencing adversity. Standards agenda objectives need to be reconsidered to prioritise developing and supporting children’s resilience. In 2007, three local authorities, South Tyneside, Manchester and Hertfordshire, piloted the UK Resilience Programme which more schools taught after 2007. To develop resilience in children has been considered in education for some time.
