Journal article Open Access
Resilience has been researched and debated for a while among both children and the adult population with great emphasis on how children (and adults) and their well-being has been fundamental to their development and growth physical, emotional and social. Educational settings have been put under pressure in ensuring that wellness, well-being, and resilience become core topics in the new proposed curriculum (Department for Education, 2019). Workplaces and employers are looking at programmes on well-being and wellness to reduce high levels of absenteeism and ill health. With great emphasis on mental and physical health and increased cases of experienced high level of anxiety (and stress) often leading , if not ill-managed, to maladaptive patterns of behaviours and poor mental health, resilience and the ability to cope – coping, tolerance and adaptive skills – have gained real weight in the understanding of positive short and long-term well-being. This paper endeavours to explore the subject by proposing an alternative perspective and understanding of what resilience could mean and how it could be differently nurtured, developed and indeed understood. By exploring alternative narrative around adversities and challenges which are part of the life course of any human being, it aims to propose a perspective that relies on strengths, interests and opportunities. These ought to be embraced as a fundamental way for life-long learning new adaptive skills or for consolidating naturally existing ones. It concludes by reflecting on the fundamental significance for individualised programmes that take into consideration multi-factors in the development of resilience skills.