Professional development models for educators, students, parents and the community
Criteria for a Resilience Promoting School
Leadership Strategy for Resilience
Returning once more to Jamie, we see that his school did what they could to protect him from peers who were bullying him, encouraged him to think positively about himself as an Aboriginal youth, negotiated with him with regard to the decisions he had to make regarding his individualized curriculum, ensured to the best of their ability that he was given the same learning opportunities as non-Aboriginal youth, provided him with help contacting his social worker when he needed new clothing or his sister lacked funds to feed him, and encouraged Jamie to feel that he belongs at school by greeting him by name and encouraging him to participate in school activities where his athleticism would be an asset. Though still not fully engaged at school, Jamie was making progress in large part because of these many and varied efforts by his educators.