Check out this page to learn more about resilience and how to build it in your classroom.
What is Resilience?
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:
) Positive child outcomes despite exposure to trauma,
) Prevention of trauma recurrence despite high risk for further exposure, or
) 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.
Risk factors are conditions, characteristics, environments, events, or traits on the individual, family, community, or cultural level that would potentially increase the risk of someone experiencing adversity. These risk factors vary, but can be a commonality for particular social and environmental factors.
Examples would include low socioeconomic status, lack of social support, and any prior exposure to trauma. Additionally, some racial/ethnic groups, women, LGBTQ+, and military families are at an increased chance of experiencing adversity.
Even though there are risk factors, it does not mean that adverse experiences will occur or will intensely affect the person. Protective factors can level out the negative effects of adverse events and experiences.
Resource(s):
Child Welfare Information Gateway. (2004).
Bartlett, J. D., & Steber, K. (2021)
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)
Teachers can build resilience in the classroom through a myriad of ways. Teachers alone can promote resilience by creating a safe classroom that supports their students social and emotional needs. Also, being a supportive figure in a student's life can make a massive impact on negative effects of adverse experiences. Supporting student interests, learning about their life, and promoting positive social and emotional skills are just a few ways teachers can encourage resilience. In the classroom, teachers can incorporate social emotional skills, tools, and relationship-building to inspire positive and healthy practices students can use in/out of the classroom.
Some examples of resilience building include:
Building positive relationships with peers and adults
Providing space for students to express emotions authentically
Take time to teach social emotional skills
Goal building
Focusing on positive interactions and feedback
Positive reframing of personal identity (positive self-esteem)
Modeling and establishing healthy boundaries
Ask students how they are, take time to listen, and show you care about them
Create a time where you get to know your students interests
Have students be experts in their interests and teach others
More information at: Building Resilience: HelpingYoung Adults in the Adult Education Classroom.
Building Community Resilience