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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.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).