Contribution of resilience processes to better-than-expected outcomes among at-risk university students in Southern Africa: a scoping review

Many students find higher education inherently stressful and challenging. This may be particularly true in the developing world, where family, community and university resources are limited. Resilience – the multisystemic processes that enable people to navigate through adversity towards better-than-expected outcomes – is thus an important component of successful academic studies. This article presents the findings of a scoping review of these resilience processes among students in higher education in Southern Africa. Sixty-three articles met the inclusion criteria and were analysed with respect to the identified resilience processes. Findings reveal that students draw on a wide range of resilience processes – 317 in total – with a particular emphasis on psychological processes. Other systems of resilience are also present, including interactions with others, social networks, the higher education institution and culture (particularly religion and faith). Many studies described students as drawing on resilience processes across multiple systems. The review emphasises the need for universities to address students not merely as individual learners, but as persons in a wide network of systems, both within and outside the university. Universities also need to recognise how broader environmental factors affect students’ well-being and learning capacity. A holistic approach to student learning and well-being is called for.