The role of teachers in building resilience of at risk youth

This paper draws on data from a longitudinal investigation into the transitions of at-risk youth. It reports on the role teachers play in building resilience and improving outcomes for these youth. The experiences of two groups are analysed, one facing high risks (n = 520), the other (n = 400) with low risk exposure. Positive relationships with teaching staff were inversely related to student risks, they enhanced resilience and positive outcomes for both groups. At-risk students reported better outcomes when teachers took account of the impact that risks had on student performance and when teachers worked respectfully with them and provided opportunities to exercise personal agency. The results suggest that schools constitute an important protective asset for at-risk students.