Development of Protective and Hampering Factors of Socio-educational Resilience of Children, according to the Teaching Perspective

Abstract

This research article aims to describe the perception of teachers of socioeconomical and psychosocial vulnerable students, regarding the protective and hampering factors of academic resilience and their contribution to the resilient processes of their students, through socio-academic, pedagogical and emotional/relational elements. Through a qualitative methodology, content analysis, the content of 67 interviews conducted with teachers belonging to public schools and vulnerable subsidized individuals in Chile was addressed. The main results point to the need for all those who make up the educational community and, teachers particularly, to face the challenges of education in their different scenarios and to develop dynamics that contribute not only to academic success, but also to the happiness and well-being of students. From this perspective, the good relations established with the students make it possible to overcome adverse situations to them, being able to promote the socio-educational resilience of the most vulnerable population in the country.