Developing a Framework for Psychological Resilience Education in Schools with an Emphasis on Self-Compassion, Academic Hope, and Emotion Regulation
Keywords:
psychological resilience, self-compassion, academic hope, emotion regulation, students, school-based educationAbstract
This study aimed to develop a school-based educational framework for promoting students’ psychological resilience through self-compassion, academic hope, and emotion regulation. This qualitative study was conducted using thematic analysis. The research field included secondary schools in Tehran, Iran. Participants were selected through purposive sampling with maximum variation in gender, grade level, school type, and academic background. Data were collected through semi-structured interviews with 22 students, and sampling continued until theoretical saturation was achieved. Interviews were audio-recorded with informed consent, transcribed verbatim, and analyzed using NVivo software. Data analysis involved initial coding, categorization of codes, development of subthemes, construction of main themes, and refinement of the final thematic structure. Credibility and trustworthiness were enhanced through member checking, peer review, analytic memo writing, and thick description of the research process. Four main categories emerged from the data: “reconstructing students’ relationship with the self in situations of failure,” “academic hope and perceived possibility of future pathways,” “emotion regulation in response to school-related pressures,” and “a supportive school environment for resilient learning.” The findings indicated that students did not perceive resilience as mere endurance or passive tolerance. Rather, they described it as the capacity to understand emotional experiences, maintain academic hope, use adaptive coping strategies, and benefit from supportive teacher and peer relationships. Accordingly, the proposed framework includes self-kindness training, restructuring negative self-talk, academic goal setting, developing alternative pathways, regulating negative emotions, problem-solving skills, and strengthening a supportive school climate. The results suggest that psychological resilience education in schools is most effective when it goes beyond individual skill training and simultaneously addresses self-compassion, academic hope, emotion regulation, and the quality of school relationships. The proposed framework may provide a practical basis for designing school-based interventions aimed at improving students’ mental health, preventing academic burnout, and enhancing psychological adjustment.
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