The study of resilience has long focused on understanding how individuals positively adapt to adversity, a process that directly influences emotional stability. Resilience, defined as the capacity to confront, overcome, and transform complex challenges constructively while strengthening oneself in the process, represents a transversal trait in human development. It also entails engaging in a personal growth trajectory that fosters self-awareness and internal coherence. Within the context of high abilities, this construct assumes particular significance, as students with high cognitive potential, but they are not immune to socio-emotional and educational vulnerabilities. These vulnerabilities may arise from asynchronies between intellectual and emotional development, among other factors, and influence specific coping strategies that, in turn, affect academic and social outcomes. Furthermore, high abilities students often have unique educational needs that may be insufficiently recognized or supported within their socio-cultural environments. Consequently, resilience in high abilities students should be understood as a dynamic process shaped not only by individual cognitive resources but also by contextual factors. A thorough analysis of the specific vulnerabilities of this population, and their interactions with environmental influences, is essential for fostering resilience and designing psychoeducational interventions that enhance academic achievement, promote inclusive practices, and support overall well-being.
Sainz-Gómez et al. (Tue,) studied this question.