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Resilient Learners: Barriers to Success

The opening lesson of the Resilient Learner series applies the resilience skills to the experience of studying and exams. Students map their personal learning journey on a timeline, identifying highs and lows, what enables them to perform at their best, and the beliefs that helped or hindered them. The ABC model is briefly revisited through a relatable exam scenario to reconnect students with the link between thinking, feeling, and behaviour in an academic context.

Learning Outcomes

Outcome 1:

Apply the skills of resilience to studying and exam experiences

Outcome 2:

Identify my personal learning experience

Outcome 3:

Identify and set objectives that improve the learning experience

What's included

A quick look at the classroom-ready resources that come with this lesson.

PDF
Resilient Learners Bounce Forward Healthy Minds Teacher Guide 2023

Included with your access

PDF
Bounce Forward Healthy Minds Resilient Learners Student Handbook

Included with your access

PDF
Bounce Forward Healthy Minds Teacher Guide Introduction

Included with your access

PowerPoint
Bounce Forward Resilient Learners Lesson 1

Included with your access

Link
Healthy Minds Teacher Guide — Safe Learning Agreement pages 5–6

Included with your access

Link
Resilience Competencies page 8

Included with your access

Link
Student Handbook — Learning Timeline page 3

Included with your access

About the Organisation

Bounce Forward is the UK’s psychological-fitness charity.

We help children and young people — and the adults and environments around them — develop the understanding, skills and shared language to regulate, recover and adapt through challenge, change and everyday life.

Our work brings together mental resilience and emotional wellbeing, shifting the focus upstream: building capability before crisis, rather than waiting for something to go wrong. We translate evidence from psychology, resilience research, cognitive behavioural approaches and positive psychology into practical learning that can be taught, modelled and used in real life.

From evidence-informed curricula and staff development to family support and whole-community approaches, our work recognises that young people do not develop in isolation. What happens around a young person shapes what becomes possible within them.

Everything we create is practical, grounded in evidence and designed to build something that lasts — psychologically fit people and communities, better prepared to meet life.

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