Risk must be present
A positive outcome alone is not evidence of resilience. The nature, accumulation and timing of adversity must also be examined.
Research and publications
Evidence before certainty.
Context before labels.
The work behind Resilience in Practice spans doctoral research, two book-length works, scientific articles and practice-based inquiry in educational settings.
Research position
What counts as a responsible resilience claim?
01 02 Outcomes are multidimensional
Visible competence can coexist with anxiety, exhaustion or internalised stress. One successful domain should not erase costs in another.
03 Context changes the mechanism
Protective factors work through relationships, institutions and access to resources—not only through personal strength.
Books
From school entry to a broader pedagogy of resilience.
Published · 2022
Reziliencia és iskolakezdés
English title: Resilience and Starting School
Sárospataki Pedagógiai Füzetek 30. Tokaj-Hegyalja University. ISBN 978-615-6482-02-0.
A research monograph on developmental risk, protective factors, school readiness and educational adaptation, developed from doctoral research and a multi-year dataset of 493 children.
Second book-length work
Reziliencia a pedagógiában
English title: Resilience in Education
A broad synthesis of resilience definitions and models, developmental risk and protection, learner, family, teacher and institutional resilience, age-specific support, trauma-informed education, digital resilience, measurement and critical perspectives.
The supplied manuscript establishes authorship and scope but does not confirm a publisher, ISBN or publication date. The website therefore does not describe it as published.
Selected publications
A traceable line of inquiry.
Reziliencia a pedagógiában — a kockázat ellensúlyozása pedagógiai eszközökkel.
Pedagógusképzés, 12–13(41–42), 27–43. Published in Hungarian.A nehézségekkel való megküzdés segítése és lehetőségei.
In Iskola a határon, pp. 99–114. Líceum Kiadó. Published in Hungarian.Protective factors supporting optimal development.
Sárospataki Pedagógiai Füzetek, 28, 25–46.The impact of the environment on the development of children’s skills and personalities.
In New Research and Research Directions in Pedagogy. Miskolc University Press.
Practice-based research
Two programmes. Different questions.
The projects should not be collapsed into one proof claim: one examines developmental pathways and school entry; the other evaluates change during a targeted preschool programme.
2006–2010 dataset · n=493
Resilience and school entry
Children from seven settlements were followed through pedagogical support-service assessments. The work examined cumulative risk, resilience groupings, school readiness, learning and behavioural needs, and later school adaptation.
Published synthesis: Reziliencia és iskolakezdés (2022).
2024 report · n=81
Preschool resilience-support programme
Children exposed to four to six concurrent risk factors participated across two kindergartens. Pre–post measures covered cognitive functioning, learning-difficulty risk, behaviour and adult-rated resilience.
Inspect the results and caveats
Ethics and boundaries
Children are participants, not promotional material.
- Research participation required parent or guardian consent.
- Public reporting uses aggregated, non-identifying information.
- No individual child story is presented as a marketing testimonial.
- Regional findings are not described as nationally representative.
- Improvement is not attributed to one programme when maturation, families and educators may also have contributed.
Research into accessible explanation
Continue with the video learning paths.
Selected channel videos introduce the same ideas in short, practical form.