ISBE’s Strategic Plan Goal 2.1.2
requires the creation of a developmentally appropriate Resiliency Toolkit for students and educators.
Resilience can be defined as a “stable trajectory of healthy functioning following a highly adverse event” (Southwick et al.) Initially, resilience was understood simply as the ability to overcome adversity. This definition has evolved to reflect a more nuanced understanding of resilience as a dynamic process. This process is shaped by a complex interplay of internal factors, such as individual traits, coping mechanisms, and psychological resources, as well as external factors, including social support, environmental conditions, and cultural influences. Resilience is not a static trait but rather a fluid, ongoing process that enables individuals to adapt, recover, and ultimately thrive in the face of challenges.
Youth mental health concerns are at an all-time high, so it is crucial to provide education, outreach, and access to mental health services — particularly for those from underserved communities. Approximately 40% of young people in Illinois who experienced depressive episodes were unable to receive medical care (Blueprint for Transformation, 2023). Additionally, significant racial/ethnic and income disparities exist in the prevalence rates of various illnesses and conditions, including depression. Specifically, Black residents of Illinois experience higher rates of four or more adverse childhood experiences (ACEs) and several social determinants of health compared to other groups.
Students in these communities have a need for improved positive school environments that promote resiliency in hopes of mitigating the effects of adversity. We aim to provide these resources so that school communities will have the tools to assist in creating a positive school climate that nurtures resilience, supports academic success, and helps students navigate the complexities of life (Hart et al.).
In response to the growing mental health challenges faced by Illinois youth -- particularly after the COVID-19 pandemic -- this toolkit offers developmentally appropriate tools to help students, parents, caregivers, and school personnel build the resilience necessary to thrive.
“Some of the earliest research on resilience defines it as the ability of individuals to successfully function despite significant life adversity (Rutter, 1987; Werner & Smith, 1992), whereas more recent literature has expanded the definition of resilience to include an individual’s ability to cope with stress, adapt to change, respond to adversity, and seek help when needed (Crowe et al., 2016; Shrivastava & Desousa, 2016). The concept has evolved to a dynamic process, which depends on an interaction between internal and external risk and protective factors (Scoloveno, 2017).” --
Burke-Garcia et al.
