By resilience we are referring to an individual's ability to bounce back despite the adversities to which they are exposed, by analogy to what we mean by the resilience of physical materials recovering from shock or breakage. If in psychology the concept of psychological resilience is used with the meaning of  

“positive adaptation, or the ability to maintain or regain mental health, despite experiencing adversity” (Herrman, et al., 2011, p. 259), in educational sciences, we define academic or educational resilience as “the heightened likelihood of success in school and other life accomplishments despite environmental adversities brought about by early traits, con[1]ditions, and experiences” (Wang, Haertal, & Walberg, 1994, p. 46).

              Internationally, the importance of resilience in the training and development of learners and in lifelong learning is increasingly highlighted. The Organisation for Economic Co-operation and Development has introduced resilience education as a key policy direction for education in 2021 (OECD, 2021) and the World Economic Forum has included resilience in its list of 10 key competences for 2025 (World Economic Forum, 2020).

              Martin & Marsh (2006) developed the a 5-C theoretical model of academic resilience, which describe the main protective factors (personal resources) that students may use in order to overcome the difficulties that occur in the learning procces. These predictors of educational resilience are: confidence (self-efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Based on this model, we aim to develop a short and simple scale assessing resilience at the classroom level. This tool can be useful for teachers to evaluate and reflect on the level of resilience of the educational climate.

                Usually, educational climate is characterised as positive or negative (Hamlin, 2021), even though it involves multiple dimentions referring to "the relational, social, psychological, affective, intellectual, cultural, and moral environment that characterizes educational activity" (Bocos, Răduț-Taciu, & Stan, 2016, p. 207). Doll et al. (2010) developed the ClassMaps Survey, that is a tool for describing the learning environment from the perspective of students. The items of the scale target the 5 factors that describe a positive educational climate: teacher-student relationship, peer relationship, academic efficacy, self determination, behavioral self-control (Doll, 2013). The second objective of our research is to verify if the students' perceptions of the educational climate correspond to teachers' perceptions of it.

               Lastly, when we are reffering to resilient classroom, an important role is played by the teacher-student and peer relationships that are established. Therefore, we decided to investigate whether is the quality of the teacher-student relationship or the quantity (time spent together) that matter the most in building up resilient classrooms?

In order to measure the level of resilience of the educational climate, we formulated sentences that describe noticeable behaviours that theachers may observe during educational activities in their classrooms. The items were formulated in general terms, thus they targets teachers' general perception of classroom resilience. Also, each item was formulated in order to describe one of the predictors of educational resilience proposed by Martin & Marsh (2006) in the 5-C theoretical model of academic resilience. After consulting with specialist practitioners, primary school teachers, we eliminated some items, resulting in the final form of the 10-item scale for measuring the level of resilience of the educational climate: 1. My students meet my expectations (academic efficacy) 2. I can say my students are persistent (commitment) 3. My students are not easily distracted during the learning process (control) 4. When I get a more complicated work task, my students don’t give up (composure) 5. Some students learn, solve extra exercises or read on their own initiative (confidence) 6. When they encounter difficulties, my students ask for help (coordination) 7. My pupils know their strengths and weaknesses and know how to identify learning opportunities (coordination) 8. My students do not get discouraged and work until they get the results they want (commitment) 9. When they encounter a problem, my students don’t expect me to provide a solution (confidence) 10. There is a possibility that some of the students I teach may fail (academic efficacy) We created an online survey using these items and asked primary school teachers (N=111) to respond using a 5-point Likert scale (Never, Rarely, Sometimes, Often, Always). The responses were coded with a value of 0 for Never and 5 for Always. From statistical analysis we obtained an internal consistency coefficient Cronbach's alpha = 0.78 for our 10 items-scale measuring the resilient educational climate. We aimed to test whether time spent during extra-curricular activities influence in some way the level of the resilience of the educational climate. We therefore tested the hypothesis according to which the number of hours allocated monthly by teachers to organize extracurricular activities correlates with the level of resilience of the educational climate measured by the scale developed by us. Following statistical processing of the data obtained from the questionnaire survey (N=111), we did not find a statistically significant correlation between the two variables.

In the next phase, we intend to evaluate the degree to which pupils perceptions of classroom climate are similar to the perceptions of teachers. Therefore we will use the ClassMaps Survey for three classes of pupils: 2nd grade, 3rd grade and 4th grade in order to evaluate the perception students' perceptions of the educational climate and in the parralel we will ask the teachers of this classes to complete our 10 items-scale measuring the resilient educational climate. Afterwards, we will verify if the students' perceptions of the educational climate correspond to teachers' perceptions of it.

-Bocoș, M.-D., Răduț-Taciu, R., & Stan, C. (2016). Dicționar Praxiologic de Pedagogie (Vol. I). Pitești: Paralela 45. -Doll, B., Spies, R. A., LeClair, C. M., Kurien, S. A., & Foley, B. P. (2010). Student perceptions of classroom learning environments: Development of the ClassMaps Survey. School Psychology Review, 39(2), 203-218. -Doll, B. (2013). Enhancing resilience in classrooms. Handbook of resilience in children, 399-409. -Hamlin, D. (2021). Can a positive school climate promote student attendance? Evidence from New York City. American Educational Research Journal, 58(2), 315-342. -Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. L., Jackson, B., & Yuen, T. (2011). What is resilience? The Canadian Journal of Psychiatry, 56(5), 258-265. -Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281. -OECD. (2021). Education Policy Outlook 2021: Shaping Responsive and Resilient Education in a Changing World. Paris: OECD Publishing. doi:https://doi.org/10.1787/75e40a16-en -Wang, M.C., Haertal, G.D., & Walberg, H.J. (1994). Educational resilience in inner cities. In M.C. Wang & E.W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 45–72). Hillsdale, NJ: Erlbaum -World Economic Forum. (2020). Future of Jobs Report 2020.