This research project aims to articulate staff perspectives of the Academic Resilience Approach, which has been adopted by 18 schools in a county in the North of England. The ARA is a whole school resilience building approach which, in this case, is self facilitated, meaning that local educational psychologists and school staff are adapting and employing free resources to create highly context specific programmes.
The thesis will consider:
- Facilitators and barriers within the existing school system to the success of the ARA
- Changes that occurred in the school system as a result of the ARA (across multiple levels)
- Changes to perceptions and practices of leadership as a result of the ARA
A mixed methods approach is utilised involving pre and post intervention survey of all school staff, interviews of facilitators and interviews of a subsample of school staff of mixed role type.