Analysing Emotion Regulation and Resilience in Secondary School Students: Building Minds, Building Strength

Background Research on adolescent emotional regulation and resilience has largely developed in separate domains, with little integration to provide a holistic perspective. Most prior studies have focused on clinical populations or specific emotional difficulties, leaving the school context underexplored. In addition, limited attention has been given to background variables and the use of culturally appropriate instruments and strategies. Method This study was conducted among 9th-grade students in the SS Kulum block to assess emotional regulation and resilience. A cluster-randomized method was used, with two schools chosen randomly through a lottery approach. Students with prior exposure to resilience training, emotional skill development, personality development, or life skills programs, as well as those with psychiatric or chronic illnesses, were excluded. Ethical approval was obtained from KMCH and SRIHER Ethical Committees, with formal consent from the school principal. Informed written consent and student assent were secured, and confidentiality was strictly maintained. Results The mean emotional regulation score was 20.30, while the average resilience score was 65.63. These findings suggest that students demonstrated low resilience and challenges in emotional regulation. Conclusion The study highlights the need for integrated, targeted school-based interventions to strengthen emotional regulation and resilience, thereby enhancing adolescents’ psychological well-being and adaptive functioning.