Recovery Curriculum – Revitalising Children’s Confidence & Resilience
Why is a recovery curriculum necessary?
There has been a sea of anxiety and uncertainty washing over us all throughout the past 12 months. No one is immune to the effects lockdown has had on our psyche. It’s been an emotionally unsettling time and the real consequences are only just beginning to emerge!
We all need a break, a boost, something positive to regenerate our spirits, a little ray of hope, an indication that things will get better.
As adults, we’re consciously aware that positive thoughts lift our spirits. Therefore we cultivate them. In other words, we fight off negativity with alternative uplifting ideas.
But what about our children? They may be less able to turn dark thoughts into brighter alternatives without support!
Asking ourselves how conditions under COVID-19 have personally impacted us is helpful because we will realise how our children must be feeling.
What have children begun to believe about themselves and the world around them? And how will these beliefs affect them, now and for the future?
What is a recovery curriculum?
Many of the school leaders and specialist teachers I’ve been chatting with over the past 6 months instinctively know that helping children re-claim a sense of balance and self-worth is job number 1. They recognise that restoring children’s self-confidence and self-belief is a fundamental first step toward recovery in all other aspects of learning and school life.
It makes complete sense! After all, how can we expect children to simply pick up where they left off when their state-of-mind may have been compromised!
The term “Recovery Curriculum” is emerging as the way forward, but what does this mean for school leaders, specialist teachers, and our children?
In a sense, it involves a shift in focus toward personal development and the restoration of energy and self-motivation rather than academic attainment. At least for the immediate and the short-term future.
Therefore, many leaders agree that one key element of the recovery curriculum must be:
Revitalising children’s self-confidence and self-belief.
In other words, helping children rebuild their sense of self-assurance is surfacing as a vital part of the recovery curriculum.
Why a recovery curriculum is so vital.
Restoring children’s feelings of certainty and supporting them to regain a rush of positive energy, enthusiasm, and purpose are the logical places to start.
Because without these attributes in place, reengaging and catching up on lost learning could be a challenge for many. Now is the time to secure positive personal development for each child. Without this, a significant percentage of young people may carry feelings of anxiety and low self-esteem into adulthood.
Thankfully teachers and school leaders are skilled at adapting quickly in unforeseen circumstances, evident in how fast they acclimatised toward the recent need to deliver remote learning and support.
We need to have confidence that they will now find the right tools and resources to get pupils personal wellbeing back on track.
Rebuilding children’s confidence and self-esteem together!
Mindscreen is honoured to be a part of the recovery curriculum. We have already partnered with over twenty forward-thinking school leaders. They plan to begin delivering our pupil-centred – social, emotional, and skills for life programme when schools reopen next week.
The great news is we’ve got space for many more schools to get involved. So, if you know of a teacher you think might be interested, please share our contact details with them.
Everyone at Mindscreen is motivated to fulfil our purpose. “Help as many children as possible to recover their self-belief and confidence.”
So, we have made our programme freely available to all schools wishing to conduct a case study. There is no cost to take part other than an investment of teachers’ time and expertise.
Initial feedback and early signals from those schools already involved are excellent.
If you would like to learn more, just Book a 30-Minute Video Meeting & Demo – Mindscreen.
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Helping Children Flourish
Gav Devereux
Author bio
Being labelled remedial and regularly told that I was a “stupid boy” affected my self-esteem as a child. I had to work hard to prove to myself that there was nothing wrong with me! This journey led me to found Mindscreen and become a certified behavioural and motivational analyst. My personal experience drove me to develop resources to help children find their stride early in life.
Since then I’ve been involved in many youth projects, including the Scottish National Debate on Education, Columba 1400’s Head Teacher Leadership Academy, and the Entrepreneurial Spirit Project.
I’m honoured to have helped hundreds of young people to recognise their own strengths and unlock their potential.