Resilience is related to processes and skills that result in good individual and community health outcomes, in spite of negative events, serious threats, and hazards.

When working with interventions that promote resilience it is important to clarify the level (individual, community, or system) of resilience the intervention is targeting.

Resilient young people possess problem-solving skills, social competencies, and a sense of purpose that enable them to cope with stressful situations. Research has shown that these capabilities in children and adolescents help them to rebound from setbacks, thrive in the face of poor circumstances, avoid risk-taking behavior, and generally continue to lead productive lives.

Resilience is influenced by the type of interaction individuals have with each other, the settings in which they live, and the reliability of the resources. This relates not only to material resources but also to the support available via social networks, cultural and religious organizations, and self-help groups.

Schools play a significant role in the development of children and have an opportunity to influence the resilience capacities of the child, as well as that of their families and the wider community. The concept and practice of health-promoting schools are based on this rationale.

Research has been shown that the multisectoral approach that characterizes a health-promoting school is effective in building resilience and reducing health inequities when granted sufficient time to produce results.

Ziglio, E. (2017). Strengthening resilience: a priority shared by Health 2020 and the Sustainable Development Goals. The WHO Regional Office for Europe. Copenhagen.

WHO (2017) Building resilience: a key pillar of Health 2020 and the Sustainable Development Goals Examples from the WHO Small Countries Initiative Geneva

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