Academic resilience of children who overcome adversity

Abstract

Children in South Africa walk a fragile path to adulthood. This sentiment by UNICEF in 2012 remains relevant for children in the country a decade later. Youth face a myriad of threats to development. Despite many children succumbing to such risks, some children bounce back from adversities to foster resilient outcomes. This qualitative, multiple case study research aimed to explore how children navigate, negotiate, and engage with their social ecologies to overcome adversity and demonstrate academic resilience. Four adolescent participants were purposefully selected from East London schools in the Eastern Cape.

These learners were identified by their school ecologies as having achieved positive academic outcomes despite experiences of significant adversity. The social ecology of resilience framework (SERT) was used to conceptualise the study. Multiple data collection sources were used, contributing to the descriptive and explanatory analyses of the data. Five phases of analytical data analysis aligned with case study research were employed to uncover contextually relevant themes of resilience building. The case studies yielded rich and detailed information on the biological vulnerabilities, challenging social and physical environments, specific negative life events and compound socio-demographic risks experienced by these children, the personal, relational, structural, and spiritual/cultural resilience enablers in their ecologies, and the processes by which these children identified and used these enablers across their social ecologies.

This study contributed to theory building for SERT as a framework for understanding how children transact resources and opportunities within their social ecologies in culturally and contextually meaningful ways. The strengths, implications and limitations of the study are indicated, and recommendations are offered.