Focus group discussions were utilized to explore factors that facilitated the academic success of Kenyan high school students in spite of their adversities. These identified factors were instrumental in creating personal development modules that Kenyan school counselors implemented as a pilot intervention for enhancing academic resilience. While more research is needed on the most effective delivery styles for the modules, the intervention resulted in improved skills that support academic resilience. There is a need to continue to explore resiliency with respect to academic performance in Kenya. Educators, students, parents and policy makers will benefit from uncovering models of resiliency based on the contextual realities that the youth face on a daily basis.
Fisher, T.A., Wasonga, T.A. and Wambu, G. (2015), "Utilizing Student Voices to Enhance Academic Resilience in Kenya", Living the Work: Promoting Social Justice and Equity Work in Schools around the World (Advances in Educational Administration, Vol. 23), Emerald Group Publishing Limited, pp. 283-295. https://doi.org/10.1108/S1479-366020140000023022Download as .RIS
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