Fostering academic resilience: a brief review of the evidence

Angela Hart, Stephanie Coombe

Research output: Working paperResearch

Abstract

It is very clear that poor school outcomes can have catastrophic long term consequences, and there is growing recognition that schools should address ALL pupils' needs, for myriad reasons, such as: Gutman, Brown, Akerman, and Obolenskaya (2010 pv) writing "For the most part, emotional and behavioural difficulties followed by specific learning difficulties are the most frequent predictors of poor outcomes". "Children who behave poorly and are excluded, those unable to attend a mainstream school and those disengaged from education are a relatively small proportion of pupils. However, they include some of the young people with the worst prospects for success in later life, and most likely to develop problem behaviours" (DCSF, 2007 p84). * Overall, pupils with SEN achieve less at school academically, and only 16.5% achieve five or more A*-C GCSEs by Key Stage 4, compared to 61.3% of their non-SEN peers (DfE, 2011).
Original languageEnglish
PublisherBoingboing; University of Brighton
Publication statusPublished - 8 Jul 2014

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Cite this

Hart, A., & Coombe, S. (2014). Fostering academic resilience: a brief review of the evidence. Boingboing; University of Brighton.
Hart, Angela ; Coombe, Stephanie. / Fostering academic resilience: a brief review of the evidence. Boingboing; University of Brighton, 2014.
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Hart, A & Coombe, S 2014 'Fostering academic resilience: a brief review of the evidence' Boingboing; University of Brighton.

Fostering academic resilience: a brief review of the evidence. / Hart, Angela; Coombe, Stephanie.

Boingboing; University of Brighton, 2014.

Research output: Working paperResearch

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Hart A, Coombe S. Fostering academic resilience: a brief review of the evidence. Boingboing; University of Brighton. 2014 Jul 8.