ABSTRACT
This chapter explores the moments of struggle further and explains what can be done to support students. This exploration will draw in the concept of educational resilience. Instead of being determined by attributes, educational resilience was best explained in terms of learned behaviours that developed supportive relationships, high expectations (of the self and by others), and access to supportive resources (including people and things that could sustain studying). The development of the idea of educational resilience has swung away from the idea of invulnerable individuals, across to the consideration of environmental factors that might determine success, and back to a position in which individuals act upon and react to the environments in which they are operating in order to achieve their goals. The chapter presents an analysis that shows the kinds of growth and fluidity that students described in their study assemblages, explaining resilience in terms of the adaptation of heterogeneous networks.
