A module evaluation of a new level 6 elective on , 'Resilience in primary aged children.'

In recent years, there has been a notable shift in the educational landscape, marked by a significant rise in mental health challenges among children and young individuals. Mental health and emotional wellbeing have been reported as being a significant public health priority (PHE, 2021) due to a hindrance in the ability to participate in school, learning and socialisation. Multiple groups of children, with distinct socio-economic statuses; gender, disability, ethnicity, sexual orientation, and those under care, exhibit markedly inferior outcomes (PHE, 2021).

This literature review endeavours to amalgamate existing research on why teaching resilience in primary education is considered a pivotal and contemporary necessity. It reviews the impact of module evaluations on subsequent pedagogical practices. Importantly, it will also explore the current literature pertaining to action research, with a particular focus on questionnaire methodologies, encompassing considerations of validity, reliability, and the overarching purpose of the study.

A prevalent mental health crisis pervades our educational environments, evidenced by the statistic that three children in every classroom exhibit symptoms indicative of diagnosable mental disorders. Additionally, an overwhelming 90% of school leaders have noted a significant uptick in students grappling with symptoms of anxiety, stress, low mood, or depression over the past five years. (Young minds, 2016; Long 2021). Mental health and well-being have become a pinnacle focus within our society in recent years. Developments to normalise a meaningful discourse surrounding mental health and wellbeing have advanced within society with Public Health England (PHE, 2021) addressing this as a matter of importance for children. The examination of children and young individuals' responses to adversity and their capacity for resilience is a focal point of interest within the educational sphere. Resilience has undergone numerous iterations in terms of its focal points over several decades, (Fleming and Ledogar, 2008; Wright, Masten and Narayan, 2013). Consequently, it has been recognized that children and young individuals' resilience levels necessitate assistance and support. (Smith and Carlson, 1997). More specifically, Smith and Carlston, (1997) have identified a dramatic rise in research on stress and coping mechanisms, coupled with risk and resilience in child development. While acknowledging the dated aspect of this research, it is imperative to underscore the enduring relevance of its citation.

Resilience, mental health, wellbeing, gender, disability, ethnicity, sexual orientation