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Resilience Programme

Building Emotional Resilience

Resilience equips children for life and underpins their capacity to learn and succeed. Jigsaw Resilience recognises that emotional resilience can be taught, practised and developed to nurture self-sufficiency and self-awareness in children and young people.

This has now been built into the Jigsaw 3-11 PSHE. It is a short programme which allows schools to measure pupils' resilience levels and to act on that information as necessary using the current Jigsaw 3-11 material.

Read all about Sixpenny Handley's success with Jigsaw Resilience

Why Jigsaw Resilience?

The Jigsaw Resilience toolkit offers an effective process to determine children’s levels of resilience and emotional well-being. Additionally, it perfectly aligns with Jigsaw PSHE lessons to develop each of the 10 resilience-building descriptors.

For schools:

Provides a structured ‘resilience’ scale for a whole-school approach

Offers a screening and measurement tool

Identifies children’s needs & builds staff awareness and confidence with training

Includes a detailed mapping document showing where the resilience descriptors are served in Jigsaw 3-11 PSHE

For children:

Allows the development of pupils' resilience within a Jigsaw lesson

Enables self and peer awareness

Increases learning capacity

Nurtures self-esteem and empathy

Testimonials

What are Jigsaw Resilience Schools saying?

Our children are able to resolve smaller issues for themselves. And I think that's a big thing for any school because if you have children who can self-manage and children who know how to regulate themselves, which is what we found is more obvious to us, so we have fewer little squabbles and fewer issues.

Principal, London
In the school’s caring and supportive ethos, pupils develop strong resilience. Adults encourage them to take setbacks in their stride. As a result, pupils are ready to learn and outcomes are strong. The school places great importance on encouraging pupils to be resilient, so that they meet success and failure with the same strength of purpose. As a result, pupils persevere in their learning and try their best

Quote from a Jigsaw School's Ofsted report
We've had a great response from the parents when we talk about how we are supporting the children. It's been incredible in our parents evenings as well as we don't just let them know about academics, but what battles their children are coming up against, how we are helping and how the parent at home can help.

Headteacher, London
Year 6 pupils use the Jigsaw Resilience to self assess and track their own resilience levels and in the Jigsaw PSHE lessons they discuss how their resilience and engagement can affect how they respond to certain situations

Headmaster. London

Testimonials

What are Jigsaw Resilience Schools saying?

Our children are able to resolve smaller issues for themselves. And I think that's a big thing for any school because if you have children who can self-manage and children who know how to regulate themselves, which is what we found is more obvious to us, so we have fewer little squabbles and fewer issues.

Principal, London
In the school’s caring and supportive ethos, pupils develop strong resilience. Adults encourage them to take setbacks in their stride. As a result, pupils are ready to learn and outcomes are strong. The school places great importance on encouraging pupils to be resilient, so that they meet success and failure with the same strength of purpose. As a result, pupils persevere in their learning and try their best

Quote from a Jigsaw School's Ofsted report
We've had a great response from the parents when we talk about how we are supporting the children. It's been incredible in our parents evenings as well as we don't just let them know about academics, but what battles their children are coming up against, how we are helping and how the parent at home can help.

Headteacher, London
Year 6 pupils use the Jigsaw Resilience to self assess and track their own resilience levels and in the Jigsaw PSHE lessons they discuss how their resilience and engagement can affect how they respond to certain situations

Headmaster. London