‘Look, I have my ears open’: Resilience and early school experiences among children in an economically deprived suburban area in Ireland

Tatlow-Golden, Mimi; O’Farrelly, Christine; Booth, Ailbhe; O’Rourke, Claire and Doyle, Orla (2016). ‘Look, I have my ears open’: Resilience and early school experiences among children in an economically deprived suburban area in Ireland. School Psychology International, 37(2) pp. 104–120.

DOI: https://doi.org/10.1177/0143034315613777

Abstract

Children from economically disadvantaged communities frequently lack the socio- emotional, cognitive and behavioural skills needed for successful early school adjustment. Assessments of early school experience often rely on parent and teacher perspectives, yet children’s views are essential to design effective, resilience-promoting school ecologies. This mixed methods study explored children’s appraisals of potential stressors in the first school year with 25 children from a disadvantaged suburban community in Ireland. School scenarios were presented pictorially (Pictorial Measure of School Stress and Wellbeing, or PMSSW), to elicit children’s perspectives on social ecological factors that enable or constrain resilience. Salient positive factors included resource provision, such as food, toys and books; school activities and routines, including play; and relationships with teachers. Negative factors included bullying; difficulties engaging with peers; and using the toilet. Drawing on these factors, we indicate how school psychologists can develop resilience-fostering educational environments for children in vulnerable communities

Viewing alternatives

Metrics

Item Actions

Export

You can export this page using these formats Digital Object Identifier - DOI

About

• Item ORO ID
• 55653
• Item Type
• Journal Item
• ISSN
• 1461-7374
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Not Set	Not Set	Northside Partnership; Atlantic Philanthropies; Department of children and Youth Affairs (Ireland)

• Keywords
• children’s perspectives; disadvantage; mixed methods; PMSSW; resilience; school adjustment; transitions
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport > Childhood and Youth
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Childhood Youth and Sport Group (CYSG)
• Copyright Holders
• © 2015 The Authors
• Depositing User
• Mimi Tatlow-Golden