Abstract
ABSTRACT This year-long, iterative, school-research project investigated how educators working in a U.S. alternative school are resilient and flourish in their work. The study yielded timely findings critical to inform relevant education policies and practices in light of the current educator attrition crisis: 1) an expansion of Nel Noddings’ model of care ethics in education; 2) the centrality of expanded adult-to-adult care relations, across multiple socio-ecological levels within schools, to educator resilience, and 3) the need for policies supporting expanded care-centric leadership practices which are attentive and responsive to the “emotional calendar” and situational contexts across the academic year.
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