The economic crisis has had economic, social and professional consequences on teachers with the result that challenges and adversity they face have significantly increased. Resilience helps the individual face these adversities and difficulties and is built through the individual's dynamic interaction with his/her environment. In order for teachers to face increased challenges and setbacks created by the economic crisis they are required to have resilience. This paper presents a research carried out in Greece aiming to assess the correlation between resilience of primary school teachers who work in Athens (the capital of Greece) and the parameters that are associated with the economic crisis. The present research has found that more than half of primary school teachers who participated in it show moderately high and high resilience and at the same time a very small percentage has very low and low resilience. Furthermore, the Greek teacher's resilience has been influenced by the economic crisis at a moderate level. It seems that teachers in Athens, despite the fact that they have been experiencing difficulties due to the crisis, are still facing them at a good level. An important finding is that the Greek teacher's resilience is very highly correlated to his/her relationship with his family and his/her colleagues. In Greece family nexus is still very strong. The Greek teacher is supported by a strong network of relationships that s/he establishes with his/her family members and his/her colleagues. This network of relationships seems to support and strengthen the features that make up resilience.

The present study examined the relationship between emotional intelligence, academic achievement and school climate among primary school students. The purpose of the study was to investigate the impact of social and emotional learning programs on the emotional intelligence and the academic achievement of 143 students in the 5th and 6th grade of primary school, who attended relevant programs compared with the corresponding number of students (163) in the same grades, who did not attend such educational programs. Students completed the TEIQue-CSF and a questionnaire with demographic data; in addition, the scores they received in the last quarter (April-June) of the academic year 2011-2012 were taken into account. Combined with the above, a questionnaire was constructed based on the "Checklist for the assessment of the quality of classroom and school climate", in order to investigate the views of the respective teachers on the impact of school climate on the emotional competence of students. The comparative results of the present study showed that there is a positive relationship among the variances. The findings must be taken into account from the Ministry of Education in Greece when designing the curricula in order to create caring, responsible, emotionally and psychosocially balanced students.

This programme brings together: those involved directly or indirectly with the school and the wider community; all those who seek to create a powerful and consistent communications network to establish, strengthen, and eventually be inspired by what we call the ‘social pedagogical ethos’, which will shape and establish a new ‘social pedagogical culture’.

Transdisciplinarity offers a different philosophy and approach both of how to effectively address issues/problems and how to improve and change difficult situations we have been experiencing in the modern world, in different and multiple levels of reality and under conditions of complexity and uncertainty. Addressing these problems becomes precisely effective because of the way transdisciplinarity achieves dynamic collaboration and integration among disciplines, epistemologies and methodologies. We could argue that, in essence, an ongoing "dialectic synergy" between disciplines, methodologies, scientists and researchers in various forms and at many interactive levels is created. The constant dialectic synergies generate the "Syn-epistemic Wholeness". Synepistemic wholeness is a new "entity" that transcends the involved disciplines (or sciences) without replacing them; it rather enriches them by offering the potential of a synchronous, harmonic function in a flexible and constantly evolving methodological framework. By this logic, the Syn-epistemic Wholeness allows the emergence of a new general perception, the essence of a new "paradigm", which has new philosophy, theory, epistemology as well as new research strategies and practices and which offers rich possibilities and alternatives to address complex, multiparameter and multifarious problems. "Syn-epistemic Wholeness" would be an alternative term for Transdisciplinarity. This paper presents a Transdisciplinary Social Pedagogic Model, which emerged through extensive research projects and carried out within school communities in Greece. The research projects have the general orientation to address and prevent pupils' antisocial behaviors. The Model motivates a lot of transdisciplinary dialectic synergies that incrementally and improvingly developed among: (a) the involved disciplines, epistemologies and methodologies and (b) among scientists, researchers and all other stakeholders, who were those who directly or indirectly were involved in the school and in the wider community.

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