Abstract Background Understanding resilience in pre‐adolescence is important for informing interventions to promote good mental health. Middle childhood is a critical developmental phase, characterised by significant emotional and behavioural development. However, there is limited research on children's perceptions and diverse experiences of resilience which could inform interventions. Qualitative methods can enable meaningful engagement of children and provide rich insights into perceptions of resilience. This study involved Muslim children in East London, a population disproportionately affected by deprivation and racial and cultural discrimination yet underrepresented in resilience research. This study aimed to explore (1) children's perceptions, meanings and experiences of resilience, and (2) the factors and resources that constrain and contribute to resilience in Black and South Asian Muslim children aged 7–12 living in East London. Methods Data were collected through a one‐day workshop at a community centre, during which one of the activities was body mapping with children ( n = 12). Body mapping, a visual arts‐based research method, was used to explore children's subjective and embodied experiences of resilience. Here, we report on the findings from body mapping with children. Themes were developed using systematic visuo‐textual analysis and reflexive thematic analysis. Results Findings are grouped into (1) Conceptualising resilience and (2) Personal and social resources for resilience. Children viewed resilience as personal strength, and related it to nature, sports and physical health. External support from family, friends, teachers and role models was also highlighted as important for resilience. Conclusion This study provides insights into how children conceptualise resilience and the resources they view as important for promoting it. The findings contribute to understanding resilience in middle childhood and highlight the value of resource‐oriented approaches for resilience‐supporting interventions. Body mapping emerged as an effective method for engaging children creatively and non‐verbally on this topic.
Murray et al. (Thu,) studied this question.