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Cited by 89Resilience and Mental HealthFoucault, Power, and EthicsGlobal Educational Policies and Reforms

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

Interventions for resilience in educational settings: challenging policy discourses of risk and vulnerability

Ecclestone, Kathryn, Lewis, Lydia·2014·Journal of Education Policy
DOI 10.1080/02680939.2013.806678
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Abstract

‘Resilience’ has become a popular goal in research, social policy, intervention design and implementation. Reinforced by its conceptual and political slipperiness, resilience has become a key construct in school-based, universal interventions that aim to develop it as part of social and emotional competence or emotional well-being. Drawing on a case study of a popular behavioural programme used widely in British and American primary schools, this paper uses a critical social understanding that combines bio-scientific and social constructionist ideas in order to evaluate key challenges for policy, research and practice framed around resilience. The paper argues that although critical social perspectives illuminate important contemporary manifestations of old problems with behavioural interventions, and challenge narrow, moralising definitions of ‘risk’ and ‘vulnerability’, they coalesce with behavioural perspectives in a search for better state-sponsored responses to the shared question of how to build resilience amongst ‘vulnerable’ groups and individuals. Instead, we argue that critical sociologists need to resist responses that offer more sophisticated behavioural interventions and generate new forms of governance and subjectivity.

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Crossref · 10.1080/02680939.2013.806678

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  • Such programmes rely heavily on trust-based, relationship-driven engagement, which serves as a foundation for meaningful self-reflection, behavioural change and goal setting.

    “Such programmes rely heavily on trust-based, relationship-driven engagement, which serves as a foundation for meaningful self-reflection, behavioural change and goal setting (Bailey et al., 2018; Ecclestone & Lewis, 2013).”

    From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Ecclestone & Lewis, 2013

  • When embedded in supportive, trauma-informed environments, these dual-pronged approaches can help pupils form new narratives about themselves that are more agentic, hopeful and connected to future aspirations.

    “When embedded in supportive, trauma-informed environments, these dual-pronged approaches can help pupils form new narratives about themselves, narratives that are more agentic, hopeful and connected to future aspirations (Ecclestone & Lewis, 2013; Jones & Lavallee, 2009).”

    From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Ecclestone & Lewis, 2013

  • Discourses of "resilience" can sometimes obscure the structural injustices and systemic harms experienced by displaced individuals if interpreted uncritically.

    “However, it is equally important to critically acknowledge that discourses of “resilience” can sometimes obscure the structural injustices and systemic harms experienced by displaced individuals if interpreted uncritically (Ecclestone and Lewis 2014).”

    From Person‐Centered Case Formulation: A Culturally Responsive and Trauma Informed Reconceptualization for Psychotraumatology Practice (2026) · cites this paper as Ecclestone and Lewis 2014

Citations

Cites

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Metadata

Authors
Ecclestone, K., & Lewis, L.
Affiliations
  • University of Sheffield (GB)
  • University of Wolverhampton (GB)
Corresponding author
Ecclestone, Kathryn
ORCID
Lewis, Lydia
Venue
Journal of Education Policy
Publisher
Informa UK Limited
Published
2013-07-04
Volume
29
Issue
2
Pages
195-216
ISSN
  • 0268-0939 (ISSN-L)
  • 1464-5106
DOI
10.1080/02680939.2013.806678
OpenAlex
W2030357667
Cited by
89
References
4
Citations by year
2026: 7 · 2025: 7 · 2024: 10 · 2023: 7 · 2022: 6 · 2021: 5 · 2020: 7 · 2019: 8 · 2018: 7 · 2017: 9 · 2016: 8 · 2015: 5 · 2014: 3
FWCI
5.42
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Education Policy (publishedVersion)
  • Wolverhampton Intellectual Repository and E-Theses (University of Wolverhampton) (submittedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Resilience and Mental Health
  • Social Sciences › Sociology and Political Science › Foucault, Power, and Ethics
  • Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
Keywords
resilience, school-based intervention, behavioral interventions, risk and vulnerability, social constructionism, socioemotional skills, emotional well-being, elementary school, education policy, governance, subjectivity, critical sociology

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