Please note that there are two different conference venues:
June 14/15 - Century City Conference Centre
June 16 - Kirstenbosch Conference Centre (transportation available)
Back To Schedule
Thursday, June 15 • 09:30 - 11:00
Resilience and Schools - Maura Mulloy, Mimi Tatlow-Golden, Anne Lessard

Log in to save this to your schedule, view media, leave feedback and see who's attending!

Resilience and Schools

Abstract #243
Title: Resilience-Building Schools: Developing the Social, Emotional, and Motivational Foundations of Academic Success
 Maura Mulloy (Independent Research Consultant, Haiti, USA)
Highlighting the voices of at-risk students, this session draws upon the author's book -- Resilience-Building Schools for At-Risk Youth:  Developing the Social, Emotional, and Motivational Foundations of Academic Success -- to show how schools can weave protective factors across social, emotional, and motivational areas to transform students' achievement and wellbeing.
Methods: Utilizing qualitative methodology and emphasizing the voices of at-risk students, this study examined resilience processes within urban public schools in Washington D.C. and Baltimore, MD that serve primarily low-income, African American students from high-risk backgrounds. The study's primary objective was to identify and illuminate the school-based protective factors and interactive resilience processes that helped students overcome adversity and achieve academic success and healthy social-emotional development. Attainment of this objective helped to 1) contextualize a theoretical understanding of school-based resilience that encompasses social, emotional, and academic arenas; and 2) illuminate best practices of resilience-building in schools that serve high-risk students.
Findings: This session outlines a theoretical school-based resilience framework and offers practical, readily accessible strategies for schools to enhance the social, emotional, and motivational foundations of academic success. By interweaving protective factors across these key developmental dimensions, schools can empower all students to reach new heights of personal and academic development.

 Abstract #88
Title: “Pillars of learning” Young people’s views of school and learning in contrasting settings in the global South and North
Mimi Tatlow-Golden (The Open University, UK)
Co-Author: Linda Theron
Despite the role education plays in resilience, little is known about young people’s attitudes to curricular learning. This paper analyses perspectives from global South and North, with the analytical framework of the four fundamental UNESCO ‘pillars of learning’: Learning... to know; to do; to be; and to live together.
Methods: Two studies, both employing drawings and interviews, explored young people’s (a) active and social self-concept, in Dublin, Ireland (n=110, demographically representative, 10-13 years); (b) resilience-promoting factors in rural South Africa (n = 33, resilient youth experiencing severe deprivation, 13-19 years). Spontaneous references to school and learning in these contrasting settings were analysed deductively using the UNESCO pillars of learning. Findings illuminate young people’s nuanced perceptions of curricular content and learning experiences.
Findings: Findings suggest change in educational practice may be required if the UNESCO pillars of learning are to constitute a meaningful global framework. They emphasise that, in current school environments, learning to do, to be, and to live together have a more foundational role in resilience processes than learning to know. 

Abstract #266
Title: Accès 5 : A community program creating a pathway to resilience  for high school students
Anne Lessard (Université de Sherbrooke, Canada)
Co-Author: Jean Gabin Ntebutse, Sylvain Bourdon
This presentation focuses on a community program aimed at decreasing the dropout rate amongst vulnerable students to demonstrate how interactions between actors from two systems stimulated resilience in students. Accès5 was conceived by a community organization, Maison Jeunes-Est, to offer proximal, intense, steady intervention in all of student’s life spheres.
Methods: Thirty-five students are selected each year and enrolled in the five-year program. They are assigned a community worker and benefit from after-school activities, academic, psychosocial and financial support. The whole project is supported by partner organizations and circa 125 volunteers assisting students with homework after school hours. The program’s implementation and effects were evaluated using a longitudinal mixed-methods protocol including interviews with school, MJE, community actors (volunteers) and students, steering committee meeting transcripts, community worker case files, and student academic records.
Findings: Beyond an increase in school achievement, results show the complexity inherent to this dynamic system where community workers now share space in schools with volunteers and school personnel, where school structures are modified to include community workers in statutory school meetings and where all actors share responsibility to promote resilience.


Anne Lessard

Université de Sherbrooke

Maura A. Mulloy

Independent Researcher

Mimi Tatlow-Golden

Lecturer in Developmental Psychology and Childhood, The Open University

Thursday June 15, 2017 09:30 - 11:00 SAST
Room 03 Century City Conference Centre