Fostering Resilience in Costa Rican Teachers: An Analysis from a Restorative Practices Perspective
artículo original
Fecha
2019Autor
de Mézerville López, Claire Marie
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This opinion paper explores the importance of fostering resiliency in Costa Rican high
school teachers. Resilience in educational settings is analysed from the perspective
of restorative practices, understood as proactive actions to strengthen the school
community through repairing harm and restoring human relationships. Restorative
practices based on principles like high control and high support, restorative
questioning and positive affect will be described. Teachers’ resilience will be explored
through the models of compassionate witnessing.1 and the relational care ladder.2
Teachers that are capable of fostering resilience development with their students in
their own classrooms will become resilient themselves. Community based approaches
are acknowledged as well as the necessary involvement of school systems and policy
makers. Costa Rica’s results from the latest report on the State of Education3 will
identify particular issues where teachers’ resilience is relevant in order to prevent
burnout, promote student permanence and increase life skills such as self care and
appropriate attention to high need - high risk students.