Enhancing everyday resilience in adolescents through neuroeducation

This study is designed purposefully to collect evidence from teacher interventions at the classroom level through a Participatory Action Research (PAR) strategy. The initial neuroeducation teaching unit, of approximately half an hour a week, will draw upon knowledge from world renowned educational neuroscientists to link research and practice to empower early adolescent students with the latest neuroscience principles. The principles will be reinforced by three classroom teachers participating in the research in their everyday class routines throughout a three-month period. The Grade 7 classes, of approximately 25 students in each, were chosen as a result of the concerns the teachers posed as previously noted, but also because literature reveals that this age is a particularly crucial time of brain development. Student progress will be reviewed by the teachers and researcher in monthly PAR meetings to determine the extent to which students have developed resilient skills and to plan for the next stage of the cycle. Students will also be involved in the evaluation and planning on two occasions, at the end of the first and second cycles. This study is expected to generate a number of beneficial outcomes. It will contribute further to an understanding of the neurobiological nature of everyday resilience, as well as the practical application of PAR as a research process. It is also intended to bridge aspects of the gap between the neuroscience laboratory and frontline education, and may be drawn upon to develop tools and strategies to assist in improving everyday resilience (buoyancy) within other school settings. Indeed, it may contribute to further insight in understanding and addressing aspects of mental health concerns in early adolescents