PEDAGOGICAL CONDITIONS FOR THE FORMATION OF RESILIENCE OF HIGH SCHOOL STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF THE SCHOOL

Abstract

The article presents a study of pedagogical conditions that contribute to the effective formation of resilience of students in the educational environment of the school. The author considers the role of pedagogical support and special conditions created at school in the development of adolescent resilience to stress, self-regulation and adaptation to a complex social environment. The work describes the structure of a comprehensive model of pedagogical support, including diagnostics of the initial level of resistance, design of developmental measures and monitoring of achievements. Experimental verification of the model shows its high efficiency: the level of resistance increased significantly among the participants in the experiment compared to the control group. The conclusions of the article have applied significance for the practice of school education and the organization of the educational process.