Getting Connected is an initiative of ADRA Australia.

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Resilience & School Connectedness Research

Recently, a new and powerful concept has arisen that has inspired hope among researchers including educators: This is the concept of resilience.

Please use the left hand menu to view the different type of research we have listed here.

Resilience is the capacity to maintain competent functioning in spite of adversity or life stressors.

Resilient young people have a positive attitude toward their environment, hold a strong sense of purpose, and develop a strong internal strength that enables them to see life's obstacles as challenges that can be overcome
Herbert, T. P. (1996, Dec). Portraits of resilience

Resilience highlights optimism and hope rather than the frustration and despair that can result from focusing on risk factors.
Kumpfer, K. L. (1999). Factors and Processes Contributing to Resilience

Rather than focusing on the shortcomings of young people who are at risk of academic failure, drug use, or other at-risk behaviours, the resilience idea attempts to identify factors that account for success.
Gonzlaez, R., & Padilla, M. (1997, Aug). The academic resilience of Mexican American high school students

Four elements that are consistent in building resilience are:

1. Connectedness

People need to know they belong and are connected to older people in their lives who love, accept and believe in them.  Connectedness is the sense of belonging to the community that surrounds each individual. It includes family but is especially significant for the extended community in each person's world such as church, school, sporting clubs, neighbourhoods, etc. School connectedness has been identified as especially important in relation to mental health and emotional well being. The more positive adult 'connections' that a young person has people who love them unconditionally and 'believe' in them the more chance they have of experiencing that sense of belonging that is vital for resilience.

2. Achievement

People need to be taught skills that give them a sense of achievement and confidence.
Research indicates that young people who are involved in out of school skill-developing activities such as sports, hobbies, music, etc. develop a sense of 'mastery' of that skill that is significant in building resilience. A key factor in this area of achievement is that of the coach or teacher who is mentoring the young person. As in connectedness, it is the positive relationship with an older adult who sees the potential, takes an interest and believes in the ability of the young person to succeed, that makes a crucial contribution to resilience.

3. Empowerment

People need to be empowered to make decisions, accept challenges and be supported in taking responsibility for their outcome.  The holistic development of any person involves making decisions and accepting the responsibility for their outcome. In doing so, a young person moves from dependence to independence; from relying on others to determine life's direction to taking on roles that give the individual their own sense of direction. A crucial factor in empowerment is the belonging to a community where older people give opportunities for younger people to accept leadership and be accountable for its execution. A young person, who is given progressively more opportunities for leadership, with accountability and support from mentors, will develop resilience qualities.

4. Generosity

People need to give generously for purposes bigger than themselves through service to others.
Research and common sense alike tell us that a person who gives of themselves to others without expecting something in return will be a healthier individual than one who lives a self indulgent life. Involvement in service activities, giving to others, being a mentor themselves and focussing themselves on giving instead of taking is the last crucial element of building resilience.

To find out more about resilience take a look at the links below:

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