TRANSITION COMPETENCE AND RESILIENCY IN EDUCATIONAL INSTITUTIONS

Resiliency and transition competence can not be seen as innate. This review of research highlights the relevance of social systems for coping with demanding life events and circumstances. Transitions into educational systems are identified as gate keepers for educational settings. It is only when transitions are successfully mastered that children and families are enabled to use these setting as a resource for support and personal growth to build resilient attitudes and behaviour. The identification of protective factors has led to preventive approaches to equip children with competencies to meet future demands and the intersections regarding transition competence and resiliency are discussed. This paper recommends that co-construction in educational settings requires further research and practice