Promoting and supporting learner resilience in the hospital school

While research on childhood resilience is growing, limited attention has been given to the resilience of hospitalised children, who face unique challenges beyond their illness and treatment. This study addressed this gap by exploring the narratives of hospital school teachers in the Republic of Ireland. Through 16 semi-structured interviews, the dynamic and holistic role of teachers in fostering and supporting resilience emerged. Teachers proactively and reactively provided emotional support within the ‘safe’ environment of the hospital school. Leveraging the ‘normalcy’ of school, children’s social needs were nurtured by teachers facilitating peer connections and social skills, which in turn, supported belongingness, identity formation, and reduced isolation. These findings underscore the vital teacher role and offers valuable insights for educational and healthcare professionals.