A collaborative action research study of the use of a modified solution focused approach to foster academic buoyancy within a Key Stage Two setting

This thesis examines if the positive character construct of academic buoyancy can be fostered in Key Stage Two learners by utilising a modified solution focused approach. Academically buoyant children in schools are reported to have improved outcomes in a range of measures, including academic attainment. In this way, the development of this construct may be an approach for professionals in schools to consider as a viable strategy to improve outcomes for children identified as having low academic buoyancy.The thesis is within a constructionist/interpretative paradigm and utilised a collaborative action research methodological approach. The research was carried out with five teachers and ten children across three schools. As an intervention to develop their academic buoyancy, each teacher conducted a series of modified solution focused conversations with two children within a two-term timeframe of a single academic year.Findings analysed from semi-structured interviews conducted with the teachers and the children, suggest that for most children the modified solution focused intervention was effective in developing positive psychology constructs associated with academic buoyancy, particularly, improved self-efficacy and a reduction in anxiety. The findings indicate that the intervention was not equally effective for all children, and it appears that children’s self-awareness and motivation are potentially important selection criteria.The study concludes that a modified solution focused approach appears to be a viable strategy to improve academic buoyancy and, as a potential outcome of this, children’s academic attainment. This adds to the proactive strategies teachers can apply to support children to overcome their barriers to learning. More research is needed to further examine the utility of solution focused working to develop academic buoyancy to support educationalists to better target this intervention.