Resilience, defined as the ability to adapt through adversity, functions similarly to a muscle that strengthens with use, according to Ronald Palomares, an associate professor of school psychology at Texas Woman’s University. Contrary to earlier research suggesting resilience was an inherent trait, contemporary studies indicate it develops over time as individuals navigate various challenges ranging from significant trauma to everyday stressors.
Palomares emphasized that resilience operates as a multidimensional construct shaped by environmental factors beyond individual mental health alone. The capacity builds transformatively, enabling people to adjust, recover, and progress through difficult circumstances. Building this capacity in children represents a critical component of their overall health and development.
During a recent conference presentation, Palomares and doctoral student Laurel Jones outlined five evidence-based approaches educators can implement. The first involves encouraging self-compassion during setbacks, including prioritizing fundamental needs like adequate sleep, nutrition, rest, and enjoyable activities. Educators can reinforce this by modeling similar behavior during school-wide challenges.
The second strategy emphasizes routine and structure as grounding mechanisms that foster confidence and emotional stability. While routines may require flexibility during periods of stress or transition, maintaining some consistency provides students with safety and predictability. Schools support this by preserving familiar classroom environments and established procedures.
Third, educators should facilitate conversations with trusted individuals and community connections through clubs, sports, and group activities. Fourth, students benefit from recognizing agency in difficult circumstances by setting incremental goals and identifying actionable steps, even when certain factors remain beyond their control. Breaking complex tasks into smaller, manageable components helps redirect focus productively. Finally, encouraging students to support others generates feelings of capability and purpose while potentially reducing preoccupation with personal difficulties. Schools can create such opportunities through peer mentoring and volunteer initiatives.
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