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Although teachers’ knowledge of resilience was apparently strong and they reported significant confidence in assisting children to build resilience, the study found a clear gap in their ability to identify students’ levels of resilience. The paper concludes with directions for future research to improve teachers’ recognition of resilience.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/primary-school-teachers-ability-to-recognise-resilience-in-their-students/593394/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/primary-school-teachers-ability-to-recognise-resilience-in-their-students/593394.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"How many students were included in the study, and where was it conducted?","Question",{"text":112,"@type":113},"The study included 92 primary school children in Far North Queensland.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the main finding about teachers’ ability to identify resilience?",{"text":117,"@type":113},"Teachers reported strong knowledge and confidence, but their capacity to identify levels of resilience in students was lacking.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe resilience and its protective factors?",{"text":121,"@type":113},"Resilience is described as a dynamic response to adverse situations, supported by protective factors that include both internal assets (personal attributes and qualities) and external assets (family, peers, school, and community relationships).",{"name":123,"@type":110,"acceptedAnswer":124},"What role do schools play according to the paper?",{"text":125,"@type":113},"The paper argues that positive, connected school environments and strong school-home interactions can promote resilience and that schools and teachers contribute to protective factor development.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593394,1792189171,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":36,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Primary School Teachers’Ability to Recognise Resilience in their Students  \nRebecca Russo  \nJames Cook University  \nPeter Boman  \nJames Cook University  \nAbstract  \nThis study investigated teachers’ knowledge of, and capacity to identify resilience, in 92 primary school children in Far North Queensland. It was found that although teachers’ knowledge of resilience was apparently strong, and they reported a significant level of confidence in their ability to assist children in building resilience, their capacity to identify levels of resilience in their students was lacking. The paper concludes with suggestions for future research.  \nIntroduction  \nResilience broadly refers to the tendency to spring back, rebound or recoil from adverse situations and involves the capacity to respond and endure, or develop and maintain a healthy life in spite of life stressors (Garmezy 1991) . Werner (1990) suggested that resilient individuals adapt successfully and adjust rapidly to major life events. However, understanding resilience is a difficult task, for it is not a construct that once achieved will always be present. According to Zimmerman and Arunkumar (1994) resilience cannot be viewed as a fixed attribute that children either do or do not possess. Hence, children may be more or less resilient at different points in their lives, depending on the interaction between accumulation of individual and environmental factors over time (Howard, Dryden & Johnson 1999, Rutter 1987) .  \nIn an attempt to reduce the affect of adverse circumstances and build resilience, researchers have identified an array of “protective factors” that involve both the  \nThe Australian Educational Researcher, Volume 34, Number 1, April 2007 •17  \nREBECCA RUSSO AND PETER BOMAN  \nattributes of children and their environments that are seen to promote successful development (Garmezy 1983, McClelland 2000, Minnard 2002, NMHWG & NCCHC 2000, Rutter & Rutter 1992) . These protective factors are developed through children ’s interactions in diff e rent contexts that include family, friends, the community in which they live, and societal institutions such as schools (Rutter 1987, 2002) . In general, p rotective factors allow children to become less vulnerable and hence more resilient ( G a rmezy 1985, Mandleco & Craig 2000, Rutter 1987) .  \nA common theme in the research on resilience has been to break down protective factors into internal and external assets (Howard & Johnson 1999) . Both internal and ext e rnal assets are necessary in varying degrees for resilience to develop (Mandleco & Craig 2000) . The term “internal” involves children’s personal attributes and qualities (Oswald, Johnson & Howard 1999) . Internal assets are intrinsic, inherent or generated f rom within an individual and include biological and psychological factors. These assets refer to children’s health, genetic predisposition, temperament, gender, intellectual capacity, social competence, problem-solving skills, autonomy and a sense of purpose (Benard 1995) . The review of the literature identifies many overlapping and intertwined resiliency traits within children that have been associated with successful adaptation under negative life stressors (Kaplan 1999) .  \nThe term“external” refers to children’s family, peers, school and community relationships which can either protect against, or exacerbate, the negative impact of stress on his or her life (Kumpfer 1999) . According to Kumpfer, resilience research categorises most high-risk individuals on the basis of living in a high-risk environment , rather than the absence of internal assets such as those discussed previously. Children ’s development is enmeshed in multiple contexts that alter over time (Kaplan 1999) and therefore any attempt to analyse children and their developmental progress needs to fully consider the family and community to which they belong (Bowes & Hayes 1999) .  \nThese assets have the potential to counteract possible negative outcomes i","cbCaisNw4ZTRAaXC","https://ap.wps.com/l/cbCaisNw4ZTRAaXC","pdf",250686,16,"English","# Abstract\n# Introduction\n## Resilience as a dynamic construct\n## Protective factors: internal and external assets\n## Risk factors and school connectedness","[{\"question\":\"How many students were included in the study, and where was it conducted?\",\"answer\":\"The study included 92 primary school children in Far North Queensland.\"},{\"question\":\"What was the main finding about teachers’ ability to identify resilience?\",\"answer\":\"Teachers reported strong knowledge and confidence, but their capacity to identify levels of resilience in students was lacking.\"},{\"question\":\"How does the paper describe resilience and its protective factors?\",\"answer\":\"Resilience is described as a dynamic response to adverse situations, supported by protective factors that include both internal assets (personal attributes and qualities) and external assets (family, peers, school, and community relationships).\"},{\"question\":\"What role do schools play according to the paper?\",\"answer\":\"The paper argues that positive, connected school environments and strong school-home interactions can promote resilience and that schools and teachers contribute to protective factor development.\"}]","Primary School Teachers’ Ability to Recognise Resilience in their Students | PDF",1792077179]