Promoting academic buoyancy as a pro-active approach for improving student mental health and wellbeing.

Abstract

This paper provides a rationale for undertaking a systematic review of the academic buoyancy construct which aims to answer four research questions: what is academic buoyancy?; Can academic buoyancy change?; How is academic buoyancy measured?; Do academic buoyancy interventions currently exist? To provide a rationale for undertaking the proposed systematic review this paper will reflect upon the latest educational policy reforms and recent national mental health statistics for young people in England to justify that further understanding of the academic buoyancy construct could prove useful for educational policy and practice.