The risk and resilience framework and its implications for teachers and schools

Abstract

Risk and resilience theory and research are presented according to Stanley's (2003a) framework and the implications for teachers and schools are identified.  Findings in the field make clear that those who are closest to children can reduce risk, enhance competence and prevent problem development, and by these means promote the attainments and wellbeing of the young people for whom they have a duty of care.  Some critique of the risk and resilience framework is also offered