What factors are associated with resilient outcomes in children exposed to social adversity? A systematic review

What is it about?

Resilience as the process by which individuals draw on personal characteristics and resources in their environment to withstand and negotiate adversity. It is a dynamic process across the life course. We reviewed papers investigating child resilience in the context of social adversity (e.g. poverty, maltreatment, loss of a parent). We found that researchers have defined resilience in different ways. A more consistent approach to defining and measuring child resilience would help us better understand resilience in different contexts (e.g. poverty, maltreatment) and be able to test the effectiveness of programs to support child resilience. These limitations aside, there appears to be a number of factors that support resilience across different domains (e.g.self, family) and contexts (e.g. poverty, maltreatment). At an individual level, emotion regulation, cognitive skills, empathy or a positive outlook were associated with resilient outcomes. Good relationships with caregivers and positive parenting approaches appear key, but this is also the case for social support from friends or other adults. There was less evidence available for school factors, but a safe and orderly school environment, positive relationships with teachers and student academic engagement were associated with resilient outcomes for children living in poverty. Few studies addressed community factors, but community cohesion and links with cultural identity, including spiritual beliefs, may also be associated with child resilience. Resilience is not a personal characteristic or responsibility. It comes from inner strengths, but also from external resources available in families, friends, schools, communities and societies.

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