Studies show that the more risks children are exposed to, the worse their outcomes will be. Social risks across family, peer group, school and neighbourhood accumulate to have a consistent negative effect.
The presence of protective or resilience factors may be the reason some children succeed despite less-than-optimal conditions. Although the kinds of adversity children experience can vary greatly, a core theme transcending diverse risk conditions is the presence of a strong, supportive relationship with at least one adult. Also helpful are warm, supportive and consistent relationships outside the family, such as those with caregivers in child-care settings or with teachers in schools. Together, supportive families, accepting peer groups, competent schools and neighbourhood all contribute to children’s positive developmental outcomes.
School can provide an important environment for learning or building on resilience. Early success in school appears to be a key pathway to resilience, particularly for disadvantaged children.
Children’s own strengths also contribute to resilient adaptation. Children with high intelligence, easy-going temperament, charisma and social skills are more likely to adapt positively to adversity. However, many of these characteristics are themselves vulnerable to assaults from the environment.
Young children with healthy attachment relationships and good cognitive, social and self-regulation skills are typically resilient in the face of adversity, as long as their fundamental protective skills and relationships continue to operate and develop. Emotional regulation in particular plays a critical role in resilience.
Evidence is mounting that genetic factors also contribute greatly to children’s ability to be resilient. For example, a genotype that is associated with lower likelihood of developing depression later in life could influence a child’s ability to adapt to adverse situations.
|