Average literacy and numeracy performance among children from low-income homes is lower than others. But some children perform as well as their peers from more advantaged homes.
This paper uses material from the longitudinal Competent Children research project, following children from rising 5 to age 12, to look at the factors which seem to make a difference for these children, against a background discussing the international literature on risk and resilience.
Implications for policy and those working with children and families are also canvassed.
Paper presented at the Connecting policy, research and practice conference, Wellington, 29-30 April 2003.