In the world of child development, “resilience” has become a buzzword in recent years, with academics, teachers, parents and psychologists all looking at different ways we can improve children’s ability to face what life throws their way. And doing so has never been more important.
Social media, information overload, the legacy of Covid, the cost of living and global conflicts are creating an unsettling backdrop for childhood. An increasing number of children are being referred to mental health services – but with more than a quarter of a million children referred in 2022-23 still waiting for support, many experts believe that a key component in combatting the crisis is building resilience.
Linked to self-esteem and self-confidence, resilience can help children cultivate a sense of optimism, emotional awareness, impulse control, empathy, and improve problem solving skills.
“Resilience helps shape a child into the adult they become in the future,” says Gemma Roberson, head of safeguarding, and special educational needs and disabilities (Send) at PGL, the UK’s leading outdoor education provider. “Over the years we’ve seen a real shift in how major events have impacted children and we aim to help them overcome these challenges by building resilience.”
Named after its founder, Peter Gordon Lawrence, but often referred to affectionately as “Parents Get Lost”, PGL specialises in residential school trips, children’s activity holidays, summer camps and family breaks where children can experience activities from climbing and orienteering to archery, yoga and paddleboarding.
A key component in building resilience is allowing children to make mistakes and avoid catastrophising when they do.
“Our leaders tend to guide children in a conversational way so they always feel part of what’s happening,” says Roberson. “And if something doesn’t go well, we make sure they understand why, but not in a way that then becomes a barrier from trying again.”
One of the ways PGL ensures this approach is through trauma-informed training, a practice aimed to increase awareness of how trauma can negatively impact individuals and communities, and their ability to feel safe or develop trusting relationships.
“When children feel safe in their environment, they’re more likely to trust their choices and engage in activities and then feel empowered from that,” says Roberson.
So, what makes a child feel safe – aside from just checking their harness before abseiling? (Although that is, of course, extremely important.)
“It’s about trusting the adults that care for them,” says Roberson. “When our leaders show them respect and make them feel cared for, they are giving them the opportunity to try something without the fear of embarrassment or any negative repercussions.”
Carers and teachers can also feel at ease with PGL’s rigorous In Safe Hands commitment, which aims to strike a balance between fun, freedom and safeguarding.
“We provide a really secure environment with safe people,” says Roberson. “We have regular audit checks on staffing to ensure compliance and assess risk, and children are free to run around assured that there aren’t any unknown adults. In addition, our centre-based colleagues are given enhanced DBS checks.”
“We’ve really thought about what matters to schools and parents around our approach to safety,” Roberson continues. “And if a parent is sending their child off in a confident way, that child is also going to feel confidence in where they’re going.”
PGL’s In Safe Hands policy also includes an essential guest information form that allows the organisation to ensure genuine inclusion and accessibility, with substantial investments in equipment such as paratrekers – all-terrain wheelchairs designed for hiking – and accessible bedrooms for children with disabilities.
“Some children might never have had a night away from home,” says Roberson. “Coming to PGL gives them that first opportunity to share a room with some friends from school. That’s a big thing. And they know that they’re able to participate in the same activities as their peers. They don’t have to sit there and watch.”
And with the number of children diagnosed with special educational needs in England now at 1.6 million, PGL recognises its responsibility to continually evolve to remain accessible to all.
“We regularly look at this data to inform what we need to do,” says Roberson. “We know the likelihood that somebody attending PGL is going to have Send needs and that can be anything from communication needs, autism, ADHD, to wheelchair users – so rather than targeting key individuals, we look at how our approach can impact all.”
PGL also encourages limiting the use of smartphones, which means children are free to make mistakes without them ending up on social media.
“We advocate a digital detox,” says Roberson. “You’re not going to get the full benefit of the experience if you’re staring at your phone. It’s a massive distraction and, for some, there’s a fear of embarrassment in case they’re being recorded by their peers.”
Screen-free time can also help forge new connections and redevelop essential skills such as face-to-face communication. “Children have conversations across the dinner table that they don’t usually have because they have a phone in their hand,” says Roberson. “It’s heartwarming to see.”
These skills are further developed as children are encouraged to work within unfamiliar peer groups, in nature, free from assumptions around social background or class.
Roberson laughs: “When you’re outside, getting your clothes dirty and immersed in good experiences, no one cares what brand of trainers you’re wearing!”
Discover how PGL Beyond aims to ensure every child can enjoy the benefits of outdoor education
