Facilitating the Academic Resilience Approach (FARA)

Facilitating the Academic Resilience Approach (FARA)

A university accredited course to equip senior leaders to improve outcomes in their own schools, or others, through the Academic Resilience Approach.

This university accredited course will equip senior leaders to improve outcomes in their own or other schools through the Academic Resilience Approach. It's an accredited 6-day course for professionals working in or with schools or Local Authorities. Candidates must be degree educated.

How does it work?

This is an accredited 6 day course delivered in 2 day blocks spread over approximately 3 months. Accreditation is gained through the submission of a portfolio of evidence including some written assignments. You will only be eligible for accreditation if you are degree educated and attend all six dates which are not flexible.

Who should attend?

Professionals who are working in or with schools or Local Authorities will find this course invaluable. Candidates will include School Improvement Leads, Local Authority Advisers, Health and Wellbeing Leads, Healthy School Leads, Teaching School Alliance members. 

Candidates will be degree educated and are likely to have held managerial or leadership positions. Applicants will have a good understanding of the current situation in education.

The underpinning philosophy of the learning promotes the idea that trained Academic Resilience Approach Facilitators will have the knowledge and skills to support and challenge schools to undergo a whole school change process resulting in greater resilience and earlier identification and action for children at higher risk.

What others have said about the course:

“Compared to other Continuing Professional Development, the FARA course is a longitudinal approach. It provides regular time to meet each other, introduce new concepts, implement them and then to reflect, share and learn together”.

Assistant Head, Special School, Newham

What is Academic Resilience?

Academic Resilience means students achieving good educational outcomes despite adversity. For schools, promoting it involves strategic planning and detailed practice involving the whole school community to help vulnerable young people do better than their circumstances might have predicted.

Why do we need it?

Facilitating the system wide Academic Resilience Approach helps to enable and empower schools to build and improve emotional resilience to:

  • diminish the difference academically for the most disadvantaged young people
  • improve attendance
  • prevent mental health problems escalating
  • support young people to access appropriate help early

The aim of the FARA course is to train individuals to be able to support schools, through training, coaching and facilitation, to deliver the Academic Resilience Approach programme. The course has evolved from a robust evidence base and relates to current policy and legislation.

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