Social inclusion and social justice: A resilience curriculum for early years and elementary schools in Europe

Purpose – Thepurposeofthispaperistopresentthedevelopmentofaresiliencecurriculuminearly years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presentsthesixmajorcontentareasofthecurriculum.Finally,itpresentsthepreliminaryfindingsofa pilotprojectontheimplementationofthecurriculuminmorethan200classroomsinabout80earlyand primaryschoolsinsixEuropeancountries. Design/methodology/approach – Thecurriculumwasfirstdraftedcollaborativelyamongstthesix partnersonthebasisoftheexistingliteratureinthepromotionofresilienceinearlyyearsandprimary schools,withaparticularfocustoEuropeanrealities.Onceitwasinternallyreviewed,itwaspilotedin 200earlyyearsandprimaryschoolclassroomsinsixEuropeancountries,witheachofthesixpartners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structuredinterviewswithteachersandfocusgroupswithstudents. Findings – The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelminglyfoundthecurriculumhighlyenjoyable,useful,relevantandeasytouse.Theylooked forwardtothepossibilityofhavingtheprogrammeonafull-timebasisaspartofthegeneralcurriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’feedback. Originality/value – This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrantandrefugeechildrenandchildrenwithindividualeducationalneeds,itdoessowithinanassets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.