21: Resilience
Shirley Primary School Deputy Principal, Sandra Jamieson, reflects on the significance of six years of earthquakes, over 14,000 aftershocks, and building disruptions, for school communities seeking to care for their children’s learning and wellbeing.

Key Content

Recently published research reveals that children whose development has been most affected by the earthquakes – junior class students in 2016 – have significantly higher incidences of post-traumatic stress and behaviour problems, than cohorts of children before the earthquake.

Hangaia Te Urupounamu Pāngarau Mō Tātou Developing Mathematical Inquiry Communities meets BES criteria for an exemplar because it is an approach that can support care and social wellbeing while accelerating improvement in deep learning. By international comparison New Zealand has high rates of bullyingin primary schools. A pedagogy that promotes social well-being matters.

Principal, Kylie Piper, and Junior Class Teacher, Liana Kerry, explain how Shirley Primary School staff  have modelled for their children ways of managing earthquake challenges as opportunities to build resilience.

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Earthquake Effects

Liberty, K., Tarren-Sweeney, M., Macfarlane, S., Basu, A., & Reid, J. (2016). Behavior problems and post-traumatic stress symptoms in children beginning school: A comparison of pre- and post-earthquake groupsPLOS Currents Disasters. 2016 June 22. Edition 1. doi: 10.1371/currents.dis.2821c82fbc27d0c2aa9e00cff532b402.