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School-Based Interventions to Enhance the Resilience of Students

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  • Michael Ungar
  • Patrick Russell
  • Gerry Connelly

Abstract

A scoping review of programs targeting middle school students suggests that resilience is seldom the result of interventions within schools alone, or any other single system that provides services to students. Instead, resilience is shown to be a multidimensional construct, involving both exposure to risk and access to multiple internal and external resources. Based on a scoping review of outcomes from 36 interventions, we highlight the elements of successful programs with vulnerable students and reasons for why some programs appear to be less effective or have a negative impact. Less successful programs tended to be those that did not include a cultural component or show sensitivity to contextual variations among students like the size of their community, access to other services and supports, or the economic status of the child’s family. The biases of funders, researchers and educators also influence the choice of resilience-promoting intervention made available in a school rather than the specific needs of the targeted student population. We conclude with several recommendations for more effective interventions with students and the implications of our findings to the evaluation of program outcomes.

Suggested Citation

  • Michael Ungar & Patrick Russell & Gerry Connelly, 2014. "School-Based Interventions to Enhance the Resilience of Students," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 4(1), pages 1-66, May.
    • Handle: RePEc:ibn:jedpjl:v:4:y:2014:i:1:p:66
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    References listed on IDEAS

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    1. Veugelers, P.J. & Fitzgerald, A.L., 2005. "Effectiveness of school programs in preventing childhood obesity: A multilevel comparison," American Journal of Public Health, American Public Health Association, vol. 95(3), pages 432-435.
    2. Mallick, M.J., 1983. "Health hazards of obesity and weight control in children: A review of the literature," American Journal of Public Health, American Public Health Association, vol. 73(1), pages 78-82.
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    Citations

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    Cited by:

    1. Michael Ungar & Gerry Connelly & Linda Liebenberg & Linda Theron, 2019. "How Schools Enhance the Development of Young People’s Resilience," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 145(2), pages 615-627, September.
    2. Alejandra Caqueo-Urízar & Alfonso Urzúa & Carolang Escobar-Soler & Jerome Flores & Patricio Mena-Chamorro & Ester Villalonga-Olives, 2021. "Effects of Resilience and Acculturation Stress on Integration and Social Competence of Migrant Children and Adolescents in Northern Chile," IJERPH, MDPI, vol. 18(4), pages 1-13, February.
    3. Li, Chunkai & Zhang, Qiunv & Li, Na, 2018. "Does social capital benefit resilience for left-behind children? An evidence from Mainland China," Children and Youth Services Review, Elsevier, vol. 93(C), pages 255-262.
    4. Bahramnejad, Ali & Iranpour, Abedin & Karamoozian, Ali & Nakhaee, Nouzar, 2020. "Universal school-based intervention for increasing resilience, and its effect on substance use," Children and Youth Services Review, Elsevier, vol. 118(C).
    5. Gizem Arat, 2014. "Building Resilience on Adolescent Mental Health Associated with Emerging Risk and Protective Factors among Ethnic Groups," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 4(2), pages 1-82, November.
    6. David Manzano-Sánchez & Sixto González-Víllora & Alfonso Valero-Valenzuela, 2021. "Application of the Teaching Personal and Social Responsibility Model in the Secondary Education Curriculum: Implications in Psychological and Contextual Variables in Students," IJERPH, MDPI, vol. 18(6), pages 1-14, March.

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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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