ABSTRACT
J. Lewis has suggested that the concept of resilience could act as an organising principle for the selection of curriculum and organisational interventions, because the fostering of resilience is a vital requirement of inclusive education. He argues that the school has an important, though not exclusive, role in promoting resilience and that schools can foster resilience through both the official and the 'hidden' curriculum, rather than through a separate 'therapeutic' endeavour. There is growing body of research into the value of emotional resilience and how it can be nurtured. The importance of providing a resilient school base for vulnerable children has far-reaching consequences. The study of resilience has increasingly drawn from across the literature of the helping professions to incorporate ideas from sociology, psychology, counselling, health and education in order to inform interventions that are transferable to educational settings.
