• Resilience is referring to opportunities to promote positive experiences and/or interactions to support students who have experienced traumatic events. It can be built through connections, supportive figures, goal making, and positive experiences - just to name a few. Resilience is important to build as it helps individuals recover from negative events and emotions they have experienced. It is relating to adapting to the environment and the stressful situations that individuals encounter.

• Resilience is defined by J.D. Bartlett and K. Steber in three different ways:

1. ) Positive child outcomes despite exposure to trauma,

2. ) Prevention of trauma recurrence despite high risk for further exposure, or

3. ) Avoidance of traumatic experiences altogether in the face of significant risk.

The impacts of resilience on an individual is profound and effective in curbing negative effects of adverse experiences and can help avoid new adverse experiences they may face. Friendly reminder that resilience isn't a character trait, but similar to "building muscle" with each experience. It is best to start building resilience skills as soon as possible, hopefully at young ages. But, as that may not always be the case for everyone, educators can help incorporate these skills in the classroom at all ages to encourage the building of resilience.

Resource(s): Bartlett, J. D., & Steber, K.

Similar to how risk factors increase the likelihood of experiencing trauma, protective factors are relating to characteristics, conditions, and/or events that promote healthy and positive development. These protective factors are helpful in lessening the impact of the negative repercussions of adversities.

Kid Trend suggests that research shows a reliable, stable, nurturing, responsive adult is one of the strongest protective factors against risk factors. For example, teachers can be that person for their students by providing them a stable, safe, and consistent expectations/rules in their classrooms. Using restorative approaches in the classroom can help students develop skills they need to help regulate emotions, communicate, and heal.

National Child Traumatic Stress Network includes these protective factors to promote resilience:

• Support from family, friends, school peers, and community members.

• Sense of safety in multiple environments (home, school, and community)

• High self-esteem and positive sense of worth

• Self-efficacy

• Spiritual/cultural beliefs, goals, or dreams for the future with sense of meaning

• A talent or skill in particular area (e.g. subject/sport)

• Coping skills

A friendly reminder that even though resilience depends on support networks, particularly family, we can still choose our family and surround ourselves with those that support us positively. Students will look to teachers to help guided them and support them during their journey of life.

Resource(s):

• Bartlett, J. D., & Steber, K.

• Center for the Study of Social Policy. (n.d.). Protective factors framework.

• The National Child Traumatic Stress Network. (2016)