School of hard knocks: MPs seek to boost young people's 'resilience'

all group matches highlights the inability to cope with the failure of a major bar to social mobility for disadvantaged students

schools should offer young people the resilience to recover declines, according to a political campaign between parties seeking to highlight how the inability to cope with setbacks can be a major obstacle to social mobility.

Wednesday before a summit to promote the character and resilience research Prince Trust suggests that young people from poor families are more likely to see a single setback as a symptom of the failure their more privileged peers.

Data

youth youth charity index less were twice as likely to believe that "had already failed in life", if this is not a test or have been rejected for a job.

The meeting, which was organized by the group of MPs and peers in social mobility and the sponsorship of the Open University, going to teachers, academics and youth leaders as well as politicians, discuss ways based on characters such attributes can be taught in schools and elsewhere.

Speakers include Camila Batmanghelidj

, founder of the charity Kids Company celebrated Clare Tickell, CEO of Action for Children, and the Director of Eton, Tony Little.

The summit follows a report by the group of all parties in May that identified seven essential truths called social mobility. These include the enormous importance of the first three years of a child's life and how education can break the social cycles, as well as the importance of "personal resilience and emotional well-being."

Damian Hinds

Conservative MP who heads the relatively new group - was founded in 2011 - said traits such were the "real X factor" has played an important role in how young Advanced

He said: "Whatever your GCSE results or other qualification, how to make the most of the opportunities How to get long once things go wrong How do you think is feasible?

• "For a long time we had a real point on the test results - not quite to the exclusion of everything else, but to a large extent, but some schools also follow the how. personality development of the adolescent is absolutely central issue.
• "We all know that people do not leave school with test results particularly good, but came out with drive, determination, concentration and belief that they could do things. That they tend to end up doing very well. "

Development of these skills beyond the classroom, Hinds said, through things like volunteering, sports or groups such as Scouts.

He added: "Personally, I'm more of a skeptic than [thinking] that can not teach" character "- just sit in a room and say," Aujourd 'Today, we strength of character. "But there are people who think they can, and we must have an open mind."

an inevitable part of learning to cope with failure, said Hinds was found, for example through tough exams or competitions: "We started to play in political differences here, but I think that most people would say, not everyone is going to win everything. My opinion is that it is important for us to know that we are good at some things and not good in others and play to their strengths and address their weaknesses. This will at some point in life. The question is how much time you start getting ready for it. "

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