How Schools Enhance the Development of Young People’s Resilience

Michael Ungar (), Gerry Connelly (), Linda Liebenberg () and Linda Theron ()
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Michael Ungar: Dalhousie University
Gerry Connelly: The Learning Partnership
Linda Liebenberg: Dalhousie University
Linda Theron: University of Pretoria

Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 2019, vol. 145, issue 2, No 7, 615-627

Abstract: Abstract Using a social ecological understanding of resilience, this position paper explores how schools in different contexts and across cultures influence student resilience by providing them with seven resources that are associated with better developmental outcomes for children: (1) access to material resources; (2) access to supportive relationships; (3) development of a desirable personal identity; (4) experiences of power and control; (5) adherence to cultural traditions; (6) experiences of social justice; and (7) experiences of social cohesion with others. Drawing on results from studies around the world that have assessed these seven factors, this paper makes the case that educational institutions, in collaboration with families and communities, are a form of psychosocial intervention that can improve children’s resilience. Positive outcomes are most likely when there are opportunities for children to experience support for multiple coping strategies that respond to the challenges they find in different environments at school and in their communities. Our review of the research suggests that schools may have the greatest impact on resilience among children who are the most disadvantaged.

Keywords: Resilience; Adolescence; Social ecologies; Schools; Resources (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (2)

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DOI: 10.1007/s11205-017-1728-8

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