1. Teach it! So many of us mope into the Staff room and complain about how easily our students give up/quit/don’t even try (my past-self included) without stopping to ask if anyone has ever spoken to them about what resilience is and why we need it, especially when it concerns children who lack positive role models at home. Many Primary Schools and some Secondary School leaders are beginning see the value of a ‘Growth Mind-set’ approach and with this, the need to explicitly teach resilience through models such as ‘the learning pit.’ Whatever age you teach and however you discuss this, it’s important to remind students that fear, difficultly and struggle go hand-in-hand with challenge and growth, and that ‘the only way out is through.’
  2. Give kids an ‘out’ so that they can make a mistake. If, for example, you are drawing posters and you’re faced with a child who repeatedly rips up their work because they ‘don’t think it’s good enough’, I tell them that they can do this only once and then they must use the mistake and make it part of their work.
  3. Instil an ethos of Independent Learning. I like to have the 5 Bs posters on the wall which represent a series of things that students need to do before shouting, “Miss!” These are: Brain, Book, Board, Buddy, and Boss. “Ask three before me,” is something that we say a lot too and the children at KS2/3-age respond really well to this. Often, students will tell me that they ‘don’t get it’ before they’ve even read the task sheet, or because they didn’t listen to the instructions. Instead, direct them to their classmates – this saves you from repeating yourself and it benefits the child who is explaining as they have to break this down into simple terms.
  4. Sometimes you need to refuse help. Harsh as this sounds, some children (especially SEN or low-ability pupils) have been allowed to become totally dependent on adults – they’ve come to understand that if they ask for it, someone else will tell them what to do and even do it for them. This approach only ensures that they’ll never learn to think for themselves or believe that they are capable of anything on their own; that’s simply not good enough. If I think it’s a moment of ‘learned helplessness,’ I might say, “I’m afraid I can’t help you with this one because I know you can do this…” Sometimes I use a firm tone of voice – I’m demanding them to think more of themselves. Other times, I might joke a little, and remind them that it’s something they’ve done before and tell them to think through their ‘dizzy moment.’ Of course, this all differs depending on student/day/topic and much more. 9 out of 10 times, once they realise that no one will just tell them the answer, they give it a go and usually get it right!
  5. Reward resilience. Whether it is stamps in planners, an email to their form tutor or even a quick call or postcard home, praise students who persevere through problems and don’t give in. It doesn’t matter whether the actual work/team project/presentation looks like a ‘dog’s dinner’; you’re specifically praising their effort and resilience, rather than their ability, reinforcing their self-image as someone who doesn’t give in when things are tough and achieves good results through hard work.