The Role of Schools in Enhancing Psychological Resilience During Crises Among Secondary Students

Abstract

This study examines the role of secondary schools in enhancing psychological resilience among students during crises, using a mixed-methods design. Quantitative data were gathered through the Connor-Davidson Resilience Scale and the Perceived Stress Scale, while qualitative insights were obtained via semi-structured interviews with students and staff from ten diverse schools. Results showed a significant positive correlation between participation in school-based intervention programs and resilience levels. Older students displayed higher resilience, suggesting that maturity may enhance coping mechanisms. Qualitative analysis revealed three main themes: empowerment through knowledge and skills, community and peer support, and challenges in program implementation. These findings highlight the protective role of resilience against stress and the importance of supportive school environments in fostering resilience. The study underscores the need for schools to integrate resilience-building into their curricula and support systems, emphasizing the importance of tailored interventions that address the diverse needs of students. Future research should explore the long-term impacts of these interventions and their effects on academic performance to further refine resilience-building strategies in educational settings.