We are in the grips of a recession. An obvious statement, I know. How can we forget? We are reminded almost daily of it in the news. The unemployment rate is at its highest for 14 years and some reports say it is set to rise. But it’s the young people I’d like to focus on right now. The young people who hope to enter into the job market in the coming years with their ambitions high and with dreams full of hope and optimism.
All main political parties are now admitting that public spending cuts are inevitable. With variations in emphasis between the parties, these spending cuts are likely to be across the board – including fewer university places and higher university fees. So not only will it be more difficult to get into the job market for the recent graduates, it is likely to get even more difficult to get into university in the first place. With fees increasing, higher education may even become out-of-reach for lower and middle-income families altogether. If these pressures on young people weren’t enough, Britain’s secondary school children are some of the most ‘examined’ in the world.
As my colleague, Ivan Robertson mentioned in a recent ‘guest blog’ there’s a lot that individuals and organisations can do to build resilience (in the psychological sense). Organisations who invest in the well-being and resilience of their employees are not only more successful but they should be applauded. (I would say that, wouldn’t I?! But as I often say, the research-base is there!) But I wonder if there’s more that could be done to support our young people who face unique challenges at this point in our history and now need to be increasingly resilient, creative, flexible and open to alternative career paths.
One approach I often advise businesses to consider comes from Charney’s Resilience Prescription (2007) and it can be applied as easily to students in school and young adults in university as it can to adults. It outlines the key building blocks of personal resilience:
1. Find a resilient role model, in a mentor or heroic figure.
2. Develop a personal moral compass or firm set of beliefs. This is not only about religion, but creating a clear set of goals that you believe in wholeheartedly.
3. Recognise and develop your ‘signature strengths’. What are you / do you want to be known and recognised for?
4. Be optimistic. Optimism is strongly related to resilience, and, to some degree, it can be learned!
5. Develop ‘cognitive flexibility’ or the ability to think about events in a more helpful, resilient way.
6. Develop and train regularly in multiple areas.
7. Look after your physical condition – exercise and healthy eating are not only linked to positive physical well-being, but mental, too.
8. Develop active coping skills – these skills include making active use of social support networks
Reading through these, I am struck by how easily some of these things could be addressed in the school setting; giving children life-long coping skills to deal with life’s ongoing and increasing challenges and adversities. Of course, some of these skills will already be fostered by good teachers, maybe without even knowing it. Should more focus be put on this at the curriculum-level? What are your thoughts?
