Resilience should be conceptualized as a process rather than an outcome of development, with environmental factors playing an essential role alongside individual risk and resilience factors (Parrila's discussion, as reported by the editors)¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Parrila stresses conceptualizing resilience as a process rather than an outcome, and highlights the essential role of environmental factors in addition to risk and resilience factors within the individual. → van Viersen 2026

Evidence¶

van Viersen 2026¶

van Viersen, S., Psyridou, M., & Torppa, M. (2026). General introduction to the special issue on resilience in learning. Learning and Instruction, 101, Article 102254. https://doi.org/10.1016/j.learninstruc.2025.102254

q1 · i? · review · r2

The editors report Parrila's (2025) discussion contribution, an argumentative piece rather than an empirical study. It is a theoretical position the editors attribute to Parrila, supported in his view by the issue's theoretical papers.

"He stresses the importance of conceptualizing resilience as a process rather than an outcome of development, as supported by the more theoretical contributions in this special issue (Appels et al., 2024; Slomowitz et al., 2025)."

Discussion¶

Related Claims¶

• Formal math activities in the home environment mitigated the risk of parental math difficulties for children's math development (reported by the editors, citing Torppa et al.) — a narrower finding that bears on this claim
• In an at-risk preschool sample, 6% were identified as resilient, with maternal education a key protective factor and nonverbal intelligence, but not executive function, predicting resilience status (reported by the editors, citing Muñez et al.) — a narrower finding that bears on this claim
• Trait resilience had a promotive role in academic performance for immigrant and non-immigrant students alike, and an additional protective effect mitigating the negative effect of school discrimination specifically among first- and second-generation immigrant students (reported by the editors, citing Huang et al.) — related
• Semantic abilities act as the key protective factor against the negative effect of reading fluency impairments on reading comprehension, especially in low SES contexts (reported by the special issue editors, citing Lefèvre et al.) — a narrower finding that bears on this claim
• Emerging reading and math resilience literatures suggest candidate resilience factors across cognitive, emotion/motivation, social/environmental, and neural levels, most not yet classified as promotive or protective — related