Interventions that promote resilience among teachers: A systematic review of the literature

Abstract

In this article we discuss teacher resilience and the critical role it plays in preventing attrition and burnout in schools. Using a bioecological model, we examine protective and risk factors that promote or inhibit teacher resilience at the levels of the person, microsystem, mesosystem, and exosystem. We then provide a systematic review of the small but emerging literature on interventions that have been evidenced to support teacher resilience, with particular attention to experimental research studies, as well as practical programs and initiatives that best support resilience in teachers. The findings of this review suggest that while individual factors may contribute to resilience, interventions that target contextual factors and integrate resilience programs at the school level appear most important for developing safe and collaborative environments where teachers and their students can thrive.

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