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How Schools Enhance the Development of Young People’s Resilience

Author

Listed:
  • Michael Ungar

    (Dalhousie University)

  • Gerry Connelly

    (The Learning Partnership)

  • Linda Liebenberg

    (Dalhousie University)

  • Linda Theron

    (University of Pretoria)

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.

Suggested Citation

  • Michael Ungar & Gerry Connelly & Linda Liebenberg & Linda Theron, 2019. "How Schools Enhance the Development of Young People’s Resilience," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 145(2), pages 615-627, September.
    • Handle: RePEc:spr:soinre:v:145:y:2019:i:2:d:10.1007_s11205-017-1728-8
    DOI: 10.1007/s11205-017-1728-8
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    References listed on IDEAS

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    1. Peter Hinrichs, 2010. "The effects of the National School Lunch Program on education and health," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 29(3), pages 479-505.
    2. Michael Ungar & Patrick Russell & Gerry Connelly, 2014. "School-Based Interventions to Enhance the Resilience of Students," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 4(1), pages 1-66, May.
    3. Theron, Linda C. & Theron, Adam M.C., 2014. "Education services and resilience processes: Resilient Black South African students' experiences," Children and Youth Services Review, Elsevier, vol. 47(P3), pages 297-306.
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    Cited by:

    1. Susan Ndinda Kivuva & Wambua Pius Muasa Ph.D, 2023. "Role of Family Functioning in Substance Addiction among Emerging Adults in Ongata Rongai Sub County in Kajiado County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(9), pages 1941-1950, September.
    2. Zachary J. Kunicki & Lisa L. Harlow, 2020. "Towards a Higher-Order Model of Resilience," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 151(1), pages 329-344, August.

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