Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships

School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14–18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk.

The Arts, Civic Engagement, and Urban Youth

The Arts, Civic Engagement, and Urban Youth explores methods for using the arts as a vehicle to empower urban youth to become critically engaged in their communities and positively improve their quality of life. Barriers that prevent urban youth from critically engaging social injustices and inequalities are examined and arts-based responses offered. An arts-integrated methodology is woven into previously researched and proposed pathways to civic engagement in order to offer urban youth opportunities for hope and healing from chronic adversity. This arts-integrated methodology facilitates in the development of self-efficacy and knowledge for youth to successfully affect sustainable change in their communities.

The Arts, Civic Engagement, and Urban Youth

The Arts, Civic Engagement, and Urban Youth explores methods for using the arts as a vehicle to empower urban youth to become critically engaged in their communities and positively improve their quality of life. Barriers that prevent urban youth from critically engaging social injustices and inequalities are examined and arts-based responses offered. An arts-integrated methodology is woven into previously researched and proposed pathways to civic engagement in order to offer urban youth opportunities for hope and healing from chronic adversity. This arts-integrated methodology facilitates in the development of self-efficacy and knowledge for youth to successfully affect sustainable change in their communities.

The Arts, Civic Engagement, and Urban Youth

The Arts, Civic Engagement, and Urban Youth explores methods for using the arts as a vehicle to empower urban youth to become critically engaged in their communities and positively improve their quality of life. Barriers that prevent urban youth from critically engaging social injustices and inequalities are examined and arts-based responses offered. An arts-integrated methodology is woven into previously researched and proposed pathways to civic engagement in order to offer urban youth opportunities for hope and healing from chronic adversity. This arts-integrated methodology facilitates in the development of self-efficacy and knowledge for youth to successfully affect sustainable change in their communities.

Social resilience: Transformation in two Australian communities facing chronic adversity

Resilience has predominantly been investigated as an individual’s response to adversity and, at the level of the collective, how communities respond to a direct threat. The social work literature investigating social resilience as a response to the challenge of subtle, pervasive and divisive social threats is limited. This article presents the findings of research conducted in two Australian communities with young people who experienced marginalisation; it investigated how sustained social resilience could be evoked in response to the disadvantage they experienced. Six themes that reflect the expression of social resilience emerged from the data and provide insights for social workers practising with communities facing chronic adversity.

Disquiet Voices Foretelling Hope: Rural Teachers’ Resilience Experiences of Past and Present Chronic Adversity

South African teachers leave teaching due to factors such as lack of support and adverse working conditions. This study investigated rural teachers’ resilience experiences of teaching in a resource-constrained school. A life history design was used to generate data. The research site was visited six times over 20 months. Fifteen interview–conversations were collected and transcribed. The results indicate that the teachers faced chronic poverty as life-span risks. The teachers listed the unstable education system, resource-constrained teaching environment and chronic adversity as risk factors in their environment. They were also concerned with the illiteracy of parents and demotivated students. Significantly, this study shows how rural teachers fostered hope despite chronic adversity in order to be resilient in their chosen profession.