The Importance Of Resilience In Education

In article How Kids Learn Resilience, Paul Tough argues that stress can push a child into a cycle of failure in school, harmfully impacting a child’s education and outside life. He claims that stress is apparent in every student’s life; however some have more and this stress has a direct connection on the child’s success both in school and out. Stress can be caused by many things, such as economic, family, or even social problems. The stress prevents a student from staying focused in school because they are distracted by other problems. Since they are not able to focus, they do not perform well at school, leading to bad grades, which leads to more stress. This cycle continues and the student is unable to learn as the workload gets more complicated.

The article How Kids Learn Resilience is written by Paul Tough and she confesses “for all our talk about non-cognitive skills, nobody has yet found a reliable way to teach kids to be grittier or more resilient” (Tough 3). A new idea is developing that these characteristics are not found in teaching but through environmental forces inside the classroom and at home. In the article researchers, economists, American schools, and teachers showcase how grit and resilience can be placed in the minds of young children and in the middle and high school stages. The author takes us on a journey through different theories, studies, and programs to help grasp a better understanding of how young children and teenagers can develop

In the article, “How Kids Learn Resilience,” author Paul Tough introduces a staggering new statistic that 51 percent of public-school students in the United States fall below the federal government’s low-income cutoff (Tough, 2016). This shocking statistic to get our attention and address an even bigger problem involving the challenges of teaching low-income children. Before writing this article, Paul Tough wrote a book called, How Children Succeed. This book was written in 2012 and explored the benefits of teaching children non-cognitive skills. He talks about the success of his book and how schools across the country have been embracing the notion that educators should be teaching grit and self-control. However, while educators agree with

I have grown over the course of my four years in college at Texas A&M University, and it has included many setbacks. However, one thing has remained constant my resiliency. When times get rough I tend to fall, but without fail I always rise and exceed my expectations. In various situations in my life I’ve been faced with obstacles, but I always push forward. The most memorable scenarios are my research project in Dr. Maren’s neuroscience lab and freshman year at Texas A&M University.

Resilience is about being independent, standing on your own two feet or taking back the power.

Research suggests that students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. Studies show that these disparities are a result of environmental, historical, sociopolitical, sociocultural, and institutional factors, and not necessarily students’ capabilities (Bemak & Chung, 2008). These environmental, sociocultural and sociopolitical factors can result to depression, low self-esteem, and a lack of educational and career opportunities. Thus, counseling professionals in the school settings need to develop advocacy plans to cater for these environmental factors that are barriers to academic, career and personal development (Ratts & Hutchins,

In this research paper I will focuses on four factors: Race, Socioeconomic Status, Family and High Quality Teaching/Schools. These themes were the most reoccurring and identified by previous research as having the largest impact on academic achievement. First I will elaborate on the first factor Race. African American males are disproportionately exposed to the type of psychosocial stressors that can lead to depression and poor decision making (Mizell, 1999). The psychosocial stressors that African American males are exposed to more than other groups are low educational and occupational achievement and low self-esteem. These risk factors can lead to depression and a poor sense of self and therefore not attaining the goals one once had. It is important when working with minority students to be sensitive to the psychosocial stressors that many African Americans are dealing with in an effort to help them cope and be successful students (Allen, 2011). No one cannot avoid race when discussing the achievement gap.

There have been times when bouncing back from a difficult situation is hard, but it doesn’t always have to be. You use this tool everyday and you don’t even know it. Those little times when you feel like quitting but know it’s worth it or even flexibility can mess you up a bit, resilience comes in handy there too.

Black middle school students develop resiliency as they transition from childhood to adolescence. Developmental issues that occur during the stages of middle school can cause anxiety and other minor forms of mental illness. The desire to fit in with peers and establish their own identity can be stressful. Biological changes of puberty also contribute to the many changes that occur during the transition into adolescence. During times of adversity individuals seek out balance. Black students seek out support and utilize personal inner strength to overcome the challenges faced during developmental issues.

One of the points that is stated in our book is, student expectations must be raised. When a student is fighting one of those barriers that McKinstry stated, it will be more difficult on those students to raise their expectations if they do not have a good support system. McKinstry states that educators often lack specialized skills to address severe behavior and learning challenges and that the time to handle those issues doesn’t exist; which will result in the students having little to no help.

Gottfried (2013) found a higher propensity for academic issues for minority youths in urban school systems, particularly when instigating retention issues. Stillwell (2010) found African-American (38.5%) and Hispanic (35%) students retained at higher rates than Caucasian (19%) and Asian (8.6%) students. The characteristics of retained students require strong consideration because “the more risk factors young children are exposed to, the more likely they are to experience school failure” (Whitted, 2011, p.

Vulnerability and resilience among children continues to be a popular topic in research of developmental psychology. The two definitions are closely tied together as they are considered both sides to the spectrum. Schaffer (2006) defines vulnerability and resilience “as the susceptibility to develop malfunctioning following exposure to stressful life events, as opposed to the capacity to maintain competent functioning stress”. If stressful life events are the trigger here, why is it that some children are far more vulnerable, yet others are more resilient? The three studies discussed in this paper will attempt to explain why these differences occur and what can we do to enhance protective factors.

When I heard a term called resilience, I have no idea about it and think that it is not related to me. After I had a lecture with a topic resilience. I realize it is necessary and I need to face many adversity in my life. Also, I remember something happened in my past are shown my resilience level. I would like to share the story in my life to show the factors which are indicated in the last part can show resilience level.

In my term paper, I would like to talk about Resilience which I believe is a prerequisite for an effective leader. Life has ups and downs and adversities are inevitable. Things can beyond our control, it is impossible for us to prevent unpleasant circumstances from happening. Difficulties and problems come out of nowhere, the stress and anxiety associated with adversity may knock us down if we cope with them inadequately. Chronic stress can lead to mental collapse if we still cannot manage them well, which is definitely undesirable for a leader because it can affect the cooperation with others as well as the team morale.

One of the most important traits for my education and my life is resilience. The ability to make a mistake and come back from it quickly. This is one of the most important and basic skills I have learned in life. It however is not a skill everyone has learned, some people are adults and still aren’t resilient, tossing their life away over menial things. In today'sthis day inand age this this is more clear than ever, people can’t take insults, can’t take small infractions on their beliefs, and most of all aren’t ready for the reality of life.