Resilience factors
While risk factors have been identified that place children at greater risk of EBSA, it is important to also consider, identify and build areas of strength or resilience available for the child, family and school.
These resilience factors help to protect children and young people from maintaining EBSA behaviours, and promote successful school inclusion.
Child or young person |
Family or home |
School |
| Individual strenths and interests | Positive relationships in the family or community | A strong culture of social norms, routines and feedback about children's behaviour that helps children and young people feel safe |
| Self awareness | Willingness to work in partnership with school and support agenices | A welcoming, caring and predictable social environment |
| Emotion regulation strategies | Positive parenting skills | Positive relationships with members of staff |
| Developing ambition and aspiration | Understanding of the child's needs | Genuine interest in the child or young person, understanding feelings, likes, dislikes, interests |
| Motivation for change | Openness and commitment to trying to understand how the child or young person may be different and how that may affect them at school | |
| Increasing confidence, self esteem, self worth and value in themselves | High quality teaching that improves learning for everyone | |
| Feelings of safety, security and a sense of belonging at school | Willingness to work in partnership with family and support agencies | |
| Positive experiences where they can succeed | Positive relationship with peers | |
| Feeling listened to and understood | Experiencing success in school | |
| Feeling part of a group | A creative and flexible approach |