Resilience: Conceptualization and Keys to Its Promotion in Educational Centers

Abstract

This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, when it is interpreted from neuroscience, are identified. From the first descriptions of risk and protective factors, the concept has moved through the consideration of resilience as a process that can be carried out by anyone and not as an intrinsic characteristic of exceptional people, to the study of the will to not let oneself be discouraged and the personal commitment to overcome. Next, the keys to promote this capacity in educational centers are analyzed. There are two main focuses of intervention: the relationship that the teacher can establish with students and the pedagogical strategies and resources that can be used. From the purpose of the integral formation of people and in an inclusive framework, educational centers have the challenge and responsibility to promote resilient processes in all students, especially in those who experience more barriers to learning and participation due to personal circumstances and adversities. In this way, educational centers are encouraged to be protective environments where all students feel safe and can empower themselves and unfold their potential. The review has been conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, and the bibliographic search has been performed in the Dialnet Plus, Web of Science (WoS) and Scopus databases.

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers

“…They both focus on two groups (adolescents and university students) that differ from teachers in terms of evolutionary and social issues, which means that the structure cannot be extrapolated to teachers; moreover, they focus mainly on personal resources, paying less attention to social and community aspects [ 55 , 56 ]. This approach contrasts with more recent research that conceives of resilience as a dynamic process that integrates personal, social, and contextual resources [ 9 , 13 , 14 ].…”

“…Resilience is understood as a process that allows a person to face difficult situations [ 13 ] and is able to begin a personal growth project through the ability to reorganize while maintaining their inner balance despite external situations [ 14 ]. Saavedra and Villalta [ 15 ] suggest that resilience manifests in the resilient response that is derived from the person’s view of the problem, view of themselves, and the underlying conditions related to the person’s belief system.…”

“…Conversely, resilience in teachers is positively related to the development of resilience in children, being an important lesson during the school years, particularly for those students from vulnerable contexts or who are having difficulties in different areas [ 13 ]. Schools provide a suitable setting to promote resilience by building safe spaces where children can form a positive self-image through their teachers’ expectations and knowledge, helping them feel accepted and valued [ 13 ]. As Salvo-Garrido et al [ 35 ] indicate, a positive teacher–student relationship is relevant to developing socio-educational resilience processes, reflected in different aspects such as student academic performance.…”

Pursuing Dreams, Confronting Paradoxes: Palestinian Students in Israeli Institutions

“…This framework highlights the critical role of resilience in supporting teachers' well-being and effectiveness. Furthering this exploration, Moll Riquelme et al (2022) conceptualized resilience as a universally present capacity that can be activated to overcome adversity. Their systematic review suggests that educational centers play a crucial role in fostering resilience through supportive relationships and pedagogical strategies.…”

“…By exploring these themes using Resilience Theory, Social Identity Theory, Critical Race Theory, and Cross-Cultural Psychology, this research delves into the experiences of students in universities (Moll Riquelme et al 2022;Ungar 2012;Tajfel and Turner 1979;Ladson-Billings and Tate 1995;Berry 2005;Schwartz et al 2020). The findings from this study can offer insights to educators and policymakers looking to establish supportive learning environments that promote resilience, well-being, and academic achievement for a diverse student body in Jerusalem and other areas (Arar and Haj-Yehia 2018;Jakhelln and Postholm 2022).…”