PAUL DAVIES, RICHARD TILLETT, SUSANNAH ABBOTT, KATIE SHAPIRO AND REBECCA STEWART, QUEEN’S COLLEGE, LONDON, UK
Introduction
The necessity for students to be educated in resilience is not new (Masten et al., 1990) but it is needed now more than ever. Young people live in a complex world, with daily pressures including the need to perform well academically, the ever-present social media, ‘fear of missing out’ and increased diagnosis of mental health issues and suicide risk. Alongside this is a demand to understand how news is presented and spread, and the wider issues of ecoanxiety (Pihkala, 2020) and living in a future world that is, at times, hard to envisage. It is within this context that our school, an independent school for girls in central London, made the decision three years ago to design a curriculum offer that teaches knowledge and skills around resilience, living in a complex world and how to prepare for future lives. In addressing this, we took a teacher-led de
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