Skip to main content
Resilience and Support Centre

Resilience and Support Centre

Resilience and Emotional Wellbeing


Goodwin Academy has been awarded the KCC Resilience and Emotional Wellbeing award for our approach in providing students with an environment that nurtures but also encourages resilience. We will do this by supporting their social and emotional needs, teaching them to become confident, independent individuals who are able to thrive in what can be a challenging and demanding world, encouraging them to be confident and proud of who they are while making informed choices about their future.

Our Resilience Team is on hand to support students who may need that extra support or guidance with regards wellbeing and resilience. The team consists of our Resilience Manager, Resilience Mentor, 1 to 1 Student Support Lead, our DSL and DDSL. Heading up the team is the Assistant Principal in charge of Personal Development and Vulnerable Students.

The Resilience Centre

The Resilience Centre offers bespoke intervention programmes, delivered through either group or individual sessions. Students who feel they need that extra wellbeing support are able to access the centre via a ‘check in’ system, where they will be allotted an appointment time in the day to discuss their concern. The Resilience Manager may feel continued support is needed and may allocate a regular group intervention or individual meeting slots. Staff can also refer students to the Resilience Team if they have concerns. The aim of the Resilience Centre is to support students in developing strategies to manage their wellbeing, therefore both individual and group interventions will be SMART in their approach;

  • Specific – Students, with the support of the Resilience Mentor, will set a clear outcome.
  • Measurable – Students will complete reflection activities to establish their personal progress to identify successes.
  • Achievable – The students need to know that they can achieve the outcome they have set themselves.
  • Relevant – Each programme will be relevant to the need of the student/s involved.
  • Time – Each programme will be time specific in order to allow students to become independent and put what they have learnt in to practice.

Statement of Intent

As a UNICEF Rights Respecting School, every student, regardless of gender, sexuality, ability or ethnicity we strive to support our students to value themselves as well as others. Developing the resilience to face challenges that modern society poses is key to a young person becoming ‘Their BEST Self’.

Menu of Support

We will ensure that our vision of ‘Child first’ is embedded in everything we do and that is why our programme of interventions alters each term to suit the needs of the students. Programmes on offer include;

Intervention Intended Impact
Respect Programme To support students to become respectful members of the community, overcoming challenging behaviours that are barriers to learning and that have a negative impact on others.
Diversity and Belonging To enable students to become confident individuals, promoting a network of support for all.
Social Skills To develop skills to allow students to feel confident with regards communication and interaction.
Supported Tutor Time To allow students to start the day on a positive note, identify points in the day that may be challenging or to just have a moment to get themselves organised if needed.
Behaviour Management Develop strategies to self-manage/regulate behaviour.
Self Esteem Encourage self-belief and confidence which will lead to resilience.
Structured/Unstructured Time During break time and lunch time, students who struggle to manage unstructured times are supervised either in am active setting or a more settled surrounding.
Quiet Lunch and Break Allowing those students who struggle with busy social settings a place where they can socialise and feel safe.
Holiday Transition Support Support students to process moving towards a holiday period and back in to the structure of the school day after a holiday, reducing anxiety and negative behaviours.
Resilience Pink Pass Time allowed to deescalate and return to a lesson to engage with learning.
Emotional and Wellbeing Officers Working with trained practitioners around improving low mood.
Reduced Contact Time Reduction of contact time to access learning/intervention for a targeted period to re-engage and manage emotional barriers.