Educational Resilience : A Few Reflections and Theoretical Analyses on Resilient Pupils, Teachers and Schools

Kurzfassung/Abstract

The complexities of modern life, the global and unpredictable situations in the lives of individuals, societies as well as in political and social contexts, make the concept of resilience increasingly popular, serving as a pillar in the development of educational programs. For years, it has been observed that in various sciences – including medical, social and the humanities, as well as those in the field of upbringing and education – there has been an increasing focus on seeking solutions based on the concept of resilience. The purpose of this article is therefore, first, to attempt to define the construct of resilience in educational sciences and, second, to analyze this construct and the theoretical and research trends relating to the educational resilience of students, teachers and schools. The article focuses on defining educational resilience, which refers to the adaptive abilities of students, ensuring an increased likelihood of success at school and in other spheres of life despite experiencing adversity. It was also pointed out that educational resilience can also be analyzed in the context of the school's educational environment, with an emphasis on the teachers working there. Finally, school resilience is described in the context of ecological theory and systemic approaches.