Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/20237
Title: Resilience for all : a study of classrooms as protective contexts
Authors: Cefai, Carmel
Keywords: Education, Primary -- Malta -- Case studies
Social skills
Education -- Social aspects
Classroom environment -- Social aspects
Issue Date: 2007
Publisher: Routledge Taylor & Francis Group
Citation: Cefai, C. (2007). Resilience for all : a study of classrooms as protective contexts. Emotional and Behavioural Difficulties, 12(2), 119-134.
Abstract: Educational resilience has received considerable attention in the literature in the past three decades, with particular reference to indicated and selective interventions. This paper construes resilience within a generalist, universal perspective and examines how classrooms may serve as protective and competence-enhancing contexts for all their students. Various processes, such as caring relationships, active engagement, inclusion, collaboration, positive beliefs and expectations, and recognition, were identified in a naturalist study of Maltese primary school classrooms operating as optimal learning environments. The study suggests that classrooms, which organize themselves as caring, inclusive and learning and pro-social centred communities, may operate as protective and competence-enhancing contexts for all their students.
URI: https://www.um.edu.mt/library/oar//handle/123456789/20237
Appears in Collections:Scholarly Works - CenRSEH

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