Resilience is all about taking criticism and misfortune and being able to bounce back. The frequency levels for this should distinguish the child who has a POSITIVE and perceptive outlook, and who bounces back quickly – even when they do feel down. They have developed or are developing good strategies, which in turn develops higher capacity. Less resilient students will be those who become emotional and can display NEGATIVE attitudes and expressions to their own work and self.
Resilient learners have a high capacity in positive attitude, believing that there is something positive to gain from adversity.
Resilience is being flexible – like a palm tree in a storm, which bends when adverse winds blow.  Learners who can bounce on use coping strategies to promote a positive attitude to life and learning understand experiences – both positive and negative – offer important lessons.  As a result, learners who are resilient handle stressful situations better, get over things and move on quickly, which establishes a growth mindset.
Resilience is planted in purposeful learning experiences that are planned to challenge around regulation and recognition, which grows capacity in four over-arching areas:
– Self awareness – or self regulation
– Social awareness –
– Self management
– Relationship management
         (four domains of emotional intelligence)

“Resilience is more influenced by how a teacher teaches than by what a teacher teaches.”

               (ASCD.org Sept 2013)