Resiliency can be described on an individual, family, and community level, each interdependent and complementary of the other levels. Resiliency describes a dynamic, responsive capacities fostering healthy development, interaction, and adaptation in the face of expected and non-normative challenges. Resiliency can be described in terms of values, attitudes, and behavioral dimensions which impact the above. Building Resilience Building resilience in students is the shared responsibility of families, schools, and communities. The aim of teaching comprehensive school health education is to develop and nurture resilience, which is the ability to thrive, persevere, and maintain a positive attitude and healthy body.
Resilient students are responsible, taking initiative and weighing risks carefully.
They are adaptable and purposeful, even in the face of adversity. By beginning in the early years to educate and promote the well-being of all students, school health programs help them avoid future problems like substance abuse, sexually transmitted diseases, eating disorders, and school failure. Making choices that promote health and well-being can make life more satisfying, productive, and rewarding. A resilient student, and the adult that she or he will become, possesses problem-solving skills, social skills, autonomy, responsibility, and a sense of purpose and hope. A learner becomes resilient through a complex interaction of protective factors that may be found within the learner and peers, the family, the school, and community.