Evaluating the feasibility of a school-based program targeting resilience in adolescents

<p dir="ltr">Since COVID-19 interrupted their educational journeys, resilience has emerged as an essential social and emotional skill for school-age children and adolescents around the world (Le et al., 2020; McGorry et al., 2024). Concerned educators who see the results of this disruption firsthand are calling for resilience to be moved to the top of education systems' priorities, with resilience included as an essential social and emotional learning skill necessary for 21st century life (Borazon & Chuang, 2023; Ledger et al., 2024).</p><p dir="ltr">In this study I created a teacher-taught resilience intervention module. I implemented the feasibility study with 91 Year 7 students from two schools in New South Wales, Australia during the COVID-19 school lockdowns in 2020.</p><p dir="ltr">My analysis of the randomised control trial revealed that there were some modest negative results in terms of resilience growth and other areas that did not show anticipated growth.</p><p dir="ltr">The importance of improving and enhancing resilience for adolescents has increased since the epidemic, particularly in Australia. Programs such as this might be a way to assist our young people at a key age to gain the resilience capacities to thrive. However, more research on this type of intervention is needed.</p>