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Investigations of psychosocial risk have consistently identified a significant number of children reared in the most adverse circumstances who develop into competent and productive adults. Subsequent studies of resilience have sought to uncover individual, family, and other contextual mechanisms and processes by which these children overcome adversity. This article reviews what has been learned to date about the developmental pathways of risk and resilience and examines the potential for school-based prevention/intervention programs to foster resilience and ameliorate risk. Implications for the delivery of educational and mental health services in schools using this knowledge base are discussed.
Doll et al. (Tue,) studied this question.