Applying the Construct of Resilience in Schools: Cautions From a Developmental Systems Perspective

This article critically examines the construct of resilience and its application in the schools using a developmental systems perspective. This analysis suggests several cautions with respect to adoption of programs and practices related to resilience. These include problems with locating resilience in children instead of systems, over-reliance upon programs to promote resilience instead of natural processes as they occur in context, and the need to emphasize the development of holistic competencies over time, as opposed to teaching isolated skills in the short-term in an effort to enhance outcomes of high-risk children. Recommendations for analysis of programs and policies are offered in light of these cautions.