Thinking
For the past six years, I have been immersed in academia, balancing the demands of studying for a degree in Education Studies, a PGCE, and full-time work, all while experiencing the joys and challenges of raising three powerful daughters. This journey began with the desire to model lifelong learning and achieve my dream of becoming a teacher. However, it soon evolved into a genuine addiction to evidence-informed practice and an insatiable thirst for knowledge. By the time I completed my studies, I found myself wondering how I would fill the void left by this constant pursuit of learning. So, when the opportunity arose to continue my academic journey, I eagerly embarked on a Master’s in Education.
The aforementioned daughters, each remarkable in her own way, have had distinctly different experiences within the education system. Their diverse journeys sparked my interest in understanding why some children are more resilient, confident, and equipped with a stronger academic self-concept than others. This question has long intrigued me, both as a parent and as an educator. How do children navigate the ups and downs of school life? How can educators and parents best support their ability to adapt and thrive?
When it came to choosing a research focus for my Master’s, I initially felt unsure about where to begin. I approached Robin and Will to learn more about the research being conducted in the senior school, and through these conversations, I was inspired to explore how concepts like resilience and buoyancy might apply within the Junior School context.
I am incredibly grateful for the encouragement and thoughtful support I’ve received from colleagues in pursuing this research. As a Reception teacher, I see firsthand how early experiences—both at home and at school—shape a child’s academic self-concept and capacity to bounce back from setbacks. By delving into how academic buoyancy can be cultivated through evidence-informed practices, I hope to develop strategies that nurture my students’ holistic growth. My aim is to go beyond surface-level interventions, exploring the interplay between early childhood experiences, school expectations, and the nuanced challenges faced by high-achieving students—especially girls, who research suggests are more vulnerable to stress during transitional periods (Flores-Buils and Andrés-Roqueta, 2023).
Through my research, I aim to investigate how schools can foster academic buoyancy while balancing academic excellence with well-being. I’m particularly interested in how parental expectations, early play-based learning, and the design of extracurricular activities contribute to this development. Ultimately, I hope my findings will inform not only my teaching practices but also broader conversations about creating resilient, buoyant learners who thrive academically and personally.
This article is taken from the latest Ideas Hub Substack, follow the link below to read more.
