Changes in the compensatory abilities in supporting academic resilience in Swedish schools over time - COMPASS

The project attempts to identify factors related to the characteristics of these students as well as their teachers and schools that may be related to their success. In particular, changes in academic resilience will be investigated. And these changes will be linked to the changes in different compensatory factors, such as teacher competence, school and teacher’s emphasis on academic success, and class and school climate over time. In addition, the project aims at investigating which features can predict resilience and thus function as a method for preventing drop out. Data from the international large-scale studies conducted by IEA (e.g., TIMSS, PIRLS) and OECD (PISA) and the longitudinal database Evaluation through follow-up (ETF) constitutes the base for our empirical studies.

The project expects to bring empirical evidences to teachers, schools, and policy-makers about effective ways of organising education and allocating supports to enhance academic resilience at different levels of education system.