Resilience presupposes adversity
A positive outcome alone is not evidence of resilience. Interpretation must also consider the nature, accumulation and timing of adversity.
Research and publications
Research on resilience
in educational contexts
Róbert Erdei Resilience draws on doctoral research, a published monograph, a second book accepted for publication, scientific publications and practice-based inquiry in educational settings.
Research position
Principles for interpreting resilience research
01 02 Outcomes are multidimensional
Visible competence can coexist with anxiety, exhaustion or internalised stress. Success in one domain does not rule out substantial costs in another.
03 Protective processes are contextual
Protective factors operate through relationships, institutions and access to resources, not solely through individual strengths.
Books
A published monograph and a second book accepted for publication
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.
Accepted for publication
Reziliencia a pedagógiában
English title: Resilience in Education
A broad synthesis covering definitions and models of resilience; developmental risk and protection; resilience among learners, families, teachers and institutions; age-specific support; trauma-informed education; digital resilience; measurement; and critical perspectives.
The manuscript has been accepted for publication by Miskolc University Press. Final bibliographic details will be added when the publication record is confirmed.
Selected publications
Selected publications from the wider programme of work
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.Az optimális fejlődést támogató védőfaktorok.
Sárospataki Pedagógiai Füzetek, 28, 25–46. Published in Hungarian.The impact of the environment on the development of the skills and personalities of children.
In New Research and Research Directions in Pedagogy. Miskolc University Press.
Practice-based research
Two programmes addressing different questions
The programmes differ in purpose and design. One examines developmental pathways and school entry; the other examines changes observed during a targeted preschool programme.
2006–2010 dataset · n = 493
Resilience and school entry
The research drew on pedagogical support-service assessments of children from seven settlements. It examined cumulative risk, resilience groupings, school readiness, learning and behavioural needs, and subsequent school adaptation.
Published synthesis: Reziliencia és iskolakezdés (2022).
2024 report · n = 81
Preschool resilience-support programme
The programme involved children exposed to four to six concurrent risk factors in two kindergartens. Pre–post measures covered cognitive functioning, risk of learning difficulty, behaviour and resilience as rated by adults.
View the findings and limitations
Ethics and boundaries
Ethical principles for public reporting
- Participation in the research required consent from a parent or guardian.
- Public reports present aggregated, non-identifying information.
- Individual children’s stories are not used as testimonials.
- Regional findings are not presented as nationally representative.
- Observed improvement is not attributed solely to the programme when maturation and support from families and educators may also have contributed.
Short explanations of research concepts
Video learning paths
Selected videos introduce the same ideas in a concise and accessible form.