Resilience plays a pivotal role in shaping the academic accomplishments, psychological well-being, and future prospects of high school students. Despite its significance, there is a notable dearth of studies examining the current state and determinants of resilience among high school students in China.This research addresses this gap by assessing and exploring levels of resilience and their interconnections across four key domains—individual, family, school, and community—among Chinese high school students. The study also investigates variations in resilience based on factors such as gender, geographical location, and grade levels. A total of 667 high school students participated in the study, responding to four resilience scales.Chinese high school students exhibited generally low levels of resilience, with family resilience ranking the highest and community resilience the lowest. The study revealed that resilience is positively influenced by resilience levels in school, family, and community settings. Consequently, strategies aimed at fortifying resilience should prioritize interventions in familial, educational, and communal environments.Moreover, the research findings indicate noteworthy disparities in resilience among high school students based on gender, urban-rural divide, and grade levels. Female, urban, and lower-grade students displayed higher resilience compared to their male, rural, and higher-grade counterparts. This highlights the importance of focusing on resilience-building measures tailored to male, rural, and higher-grade high school students, given their increased likelihood of facing significant challenges and stressors in both academic and personal spheres.This study contributes to the broader understanding of resilience by investigating the correlations between individual, family, school, and community resilience among Chinese high school students. The findings underscore the need for targeted interventions to enhance resilience, particularly in specific demographic groups, thereby advancing the efficacy of resilience-building techniques in high school settings.

An examination of the effects of family, school, and community resilience on high school students’ resilience in China

Although young people are recognized as stakeholders who should be involved in public participation, engagement by youth advocates in local development and decision-making is scarce. Young people's input tends to be seen as less valuable, especially when the prevailing positions on development overemphasize economic interests. This article is based on research conducted in rural border regions in mainland Portugal. We conducted semi-structured interviews with representatives of the municipalities (n = 36), a questionnaire (n = 3968) and biographical interviews with young people (n = 50). The results suggest that young people see themselves as capable of contributing to the development of their regions, whilst demonstrating innovative views, with some even proposing a paradigm shift that encompasses a new way of thinking about sustainability and quality of life. We argue that local bodies of governance would benefit from an intentional involvement of young people in local policy making processes, especially when they are focused on local development. 

Understanding the public participation of young people in border regions of mainland Portugal: youth as local development agent

Development, smartness, and equity are often defined through cosmopolitan perspectives. Schools and communities from rural regions in Portugal must develop additional measures to compensate for structural disadvantages. These measures often serve to achieve urban models and standards with which comparisons are made. This article explores rural schools and community leaders ’ strategies to integrate place-sensitive knowledge into their students ’ educational experiences. These place-based approaches are developed against the erosion of local knowledge and may contribute to broadening a perspective on development, keeping schooling still accountable to local contexts. This contribution grounds on a national-level study on young people growing up in border regions, their schools, and communities ’ resilient approaches, and draws on semi-structured interviews conducted with schools ’ head teachers (N=38) and policymakers from municipalities (N=36). The study took place in all 38 municipalities of Mainland Portugal that border Spain. Findings indicate that the majority of schools and municipalities cooperate to promote the best conditions for students’ school success, developing strategies that acknowledge communities as a resource and as curriculum, while meeting national-level demands and students and families’ expectations for high performance on national -level standardise exams. Other strategies include the incorporation of local knowledge into various learning experiences, in which students are co-creators and active participants and local-based subjects focus on local sustainability and development, environmental challenges, preserving traditions, heritages, and patrimony. These topics are often explored in the context of citizenship education, non-formal education activities promoted by schools or the community, or in purposeful and structured projects. Although schools from rural border regions recognise the national policy of curriculum flexibility as an opportunity to incorporate local knowledge they do not fully benefit from this opportunity.

Local Knowledge Integrated in Learning Experiences

ABSTRACT This article uses the case of Afrocentric knowledge on resilience to argue for the presence of indigenous knowledge into inclusive education agendas to enable transformation in highly unequal spaces. The premise is that local, indigenous knowledge serves as evidence of effective and efficient buffering against inequality that gives insight into low-threshold options for transformation. When people are disproportionally structurally at risk they have limited access to resources and their potential to thrive is limited - as is the case in emerging economy contexts. Ironically, although the need for transformation is highest in extremely unequal contexts, knowledge from the Global South and emerging economies remain underrepresented in global discourses on development. Rather, development agendas and mechanisms (including for inclusive education) are grounded in Eurocentric and Global North notions of change, inclusion, wellbeing, resource distribution, and service delivery. Indigenous knowledge provides evidence of how, intergenerationally, people push towards available resources as a way to draw on limited resources and promote inclusive, positive development for many. The article uses the evidence from an Afrocentric indigenous psychology theory, Relationship Resourced Resilience, to posit the use of indigenous knowledge in inclusive education to enable transformation in response to hardship that promotes inclusive, collective wellbeing. 

Flocking to Transform Lives in Inequality: Including Evidence-Based Indigenous Knowledge in Inclusive Education Agendas

The purpose of this article is to present the development and validation of a Community Resilience Scale for Youth (CRS-Y) among a Portuguese sample of nearly 4000 young people growing up in regions on the border with Spain. The scale was developed for young people to assess their perception of the resilience of regional communities in terms of positive development and purposeful experiences for young people. Resilient communities, under a social ecological approach, are those able to move forward on social change and transformation. This concept is especially remarkable in more challenging contexts such as border regions of mainland Portugal which are characterised by economic, social, educational, and cultural disadvantages while discovering possibilities of resilience through promising local dynamics. A multi-step approach was used to develop this scale of 12-item scale. Items were generated based on an in-depth literature review and research previously conducted with young people in these contexts. The overall sample was randomly divided into two subsamples of 1828 and 1735 young people each. Principal component analysis was performed with one of the subsamples and yielded a three-factor structure, explaining 61.5% of the total variance. Confirmatory factor analysis performed on the second showed good fit indexes. Furthermore, internal consistency of the three proposed components, gauged either by Cronbach’s alpha or McDonald’s omega, indicated good reliability. Given the results, the CRS-Y is a valid and reliable tool showing adequate psychometric properties. This scale will be useful for schools and policy makers at the local level. Indicators such as the promotion of opportunities to participate and be recognised, collective trust and the promotion of shared values and protection are relevant in assessing regional communities’ resilience and informing youth policies. 

Development and validation of a Community Resilience Scale for Youth (CRS-Y)

Editorial

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Development and validation of a Community Resilience Scale for Youth (CRS-Y)

Editorial