National Research Centre for Vulnerable Children and Youth Social mobility: Equity and resilience - a Danish national research program Youth NUBU is a new collaboration between the all the seven independent University colleges in Denmark. The aim of NUBU is to strengthen and unifying , practice-oriented profession and relevant solutions to societal challenges in the field of Vulnerable Children and Youth. The research program Social mobility: Equity and resilience focuses on creating knowledge about the factors and processes that constitute the conditions for equity and resilience in schools, day care and educational practice. This application-oriented knowledge can contribute to the professions' work to create educational social mobility for children and young people in day care and school “ http://culturalorganizing.org/wp-content/uploads/2016/10/equalityequity.jpg The youth and child in focus: 1. Children in social vulnerable families 2. Children with mental difficulties (grief, crisis) 3. Children with learning disabilities 4. Children on the edge of social inclusion 6. Social injuctice and youth 7. Ethnic minority youth opportunity gap” : the problem is not in the abilities of students, but in the disparate opportunities they are afforded Contact: Ida Skytte Jakobsen Thomas Ensig tte@ucn.dk Anne Marie Anker Villumsen amv@via.dk Why Equity and Resiliens together? The term equality covers giving everyone the same. If we give the same to all students - we must also assume that all students have the same starting point, which of course is not alone Naively, but even insulting. Equity covers concepts such as fairness or justice in order to make sure that everyone gets the same opportunities on the basis of social baggage or the various difficulties students face the school with. In other words, some students should have more boxes in certain contexts and fewer in others. We must ensure equity before we can ensure equality or equality. Finnish school researcher Pasi Sahlberg attributes to Finland's successful school system the fact that it is a school based on the principle of equity - to give all students the best possible opportunity to thrive, learn and develop. We must stop talking about inclusive education, didactics and education, if we do not talk about what we do for the individual child who needs one or two extra boxes to stand on the same breath. When we get a sufficient focus on how we create equity or fairness in our school system, we have finally revamped the educational idea of inclusion. Resiliency has to do with how to function well despite risk and stress. Is it possible to stop or eliminate the risk, how can we increase important knowledge about how is protective about that special risk situation, and how can we support the factores that is supportive for the process? Another central element about resilience is the element for capacity. Another key element, from a resilience perspective, is the concept of capacity. Prevention from a resilience perspective means working to increase opportunities for resilience or ensure that there are sufficient resources present at the meeting with risk or strain. Knowing resilience processes may create opportunities for us to increase this capacity. Our capabilities are not stationary, but change constantly. A focus on the importance of capacity implies that it is something that you can influence. We can increase capacity and support the process of the capacity that is present