Promotion of resilience and arts education in high complexity schools: links and guidelines from the literature

Abstract

The promotion of resilience is a key factor in improving the mental health and academic performance of vulnerable young people. The literature shows the significant role of art in achieving this, although there is a lack of studies on how to integrate both in the school. The aims of this research are: to describe which characteristics of arts education are related to the promotion of resilience; and to define globalised educational guidelines for Maximum Complexity Centres (CMC). We conducted a literature review using a method based on content analysis. The Resilience Framework (RF) (Aumann y Hart, 2009) was established as a system of categories with which to link the implications of arts education studies in each of its dimensions: Basic Needs, Belonging, Learning, Coping and Intrapersonal Aspects. The results describe how the links between art and resilience include other areas and pedagogical theories: emotional education, intercultural and inclusive education, child and community participation, positive adolescent development, art as stimulus, community art and diversity of artistic disciplines. The analysis has made it possible to define a complementary version of the RF with Objectives for the Promotion of Resilience through Arts Education in a Globalised Way. The proposed educational objectives are achievable and are intended to be a simple tool to guide teachers in the design and implementation of actions to promote globalised arts practices and foster students' educational success.