Learning About Systemic Resilience From Studies of Student Resilience

Abstract

Manifold studies account for student resilience—that is, successful learning and development in the face/aftermath of significant stressors. These studies compel attention to multiple systems at micro and macro level, and associated supports, that scaffold positive student outcomes in the face of risk. Accordingly, this chapter uses student resilience studies to make a case for a more systemic understanding of human resilience. An exploration of the interacting systems that co-facilitate student resilience prompts three propositions: (a) the resilience of a challenged human system (or subsystem) is meaningfully co-facilitated by co-occurring human and non-human systems at the micro through to macro levels; (b) co-occurring, co-facilitative systems are functional (i.e., resilient) systems; and (c) there might be a cost to the co-facilitative system or subsystem, but this potential cost can be moderated by the provision of relevant interventions and/or rewards.

Student resilience to COVID-19-related school disruptions: The value of historic school engagement

“…The finding that school-related factors – in particular, kind teachers and schools that protect students from adverse experiences at school – were salient to the school engagement of our sample of South African students during COVID-19, reinforces the importance of supporting teachers and schools to be resilience-enabling, also in times of national/global disaster ( Luthar et al, 2020 ). Knowing that many school staff have experienced significant professional stress during COVID-19 ( Kim & Asbury, 2020 ; Luthar et al, 2020 ; Spaull & van der Berg, 2020 ), underscores the need to enable/sustain the resilience of these adults ( Theron, 2021 ), especially as shocks and stressors are likely to continue even when COVID-19 abates ( World Bank, 2020 ). In the absence of teachers who are resilient enough to continue being supportive despite shocks and stressors, how much lower would students’ school engagement levels be?…”

Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students

“…In the context of remote communities' exposure to the effects of the COVID-19 pandemic, resilience is both the capacity of school staff, other service providers and students and community members to "navigate their way to the psychological, social, cultural, and physical resources that sustain their wellbeing, and their capacity individually and collectively to negotiate for these resources to be provided and experienced in culturally meaningful ways" (Ungar, 2008, p. 225). Resilient schools are those that function well despite systemic risks, with resilience demonstrated through indicators such as student pass rates, reputation for academic excellence, and the capacity to reduce disengagement from schooling (Masten, 2014;Peguero et al, 2016;Theron, 2021). Resilient teachers demonstrate "positive adaptation and ongoing professional commitment and growth in the face of challenging circumstances" (Beltman et al, 2018, p. 4).…”

“…Despite its challenges, the COVID-19 pandemic provided an opportunity to seek improvements to interacting networks of school, youth and healthcare supports for student wellbeing and mental health in remote communities through a purposeful response designed to enable and sustain their functionality (Theron, 2021;Ungar, 2011). Evidenced school-based resilience approaches have included teacher resilience training programmes at pre-and in-service levels, and the provision of support services (such as those provided by educational psychologists or chaplains) to teachers challenged by difficult or needy students (Beltman et al, 2018;Theron, 2021). However, remote Australian schools are also the least likely to have access to appropriate evidence-informed interventions and supports or in-school resources for their implementation (Robinson et al, 2016).…”

Contribution of psychosocial vulnerability and resilience to academic achievement of primary school children in South Africa

“…Many studies show the contribution of psychological resilience to academic achievement in the midst of adversity (Theron, 2021). A recent systematic review of primary school children highlighted ‘cognitive skills, emotion regulation, relationships with caregivers and academic engagement’ as the most empirically supported protective factors (Gartland et al, 2019, p. 1), though the authors note a preponderance of attention to individual resilience factors.…”