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.)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Trait resilience promoted academic performance for both immigrant and non-immigrant students and mitigated the negative effect of school discrimination among first- and second-generation immigrant students. → 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

q2 · i? · review · r2

The editors report, citing Huang et al. (2025), an analysis of 2018 PISA data from 59 economies in which discriminatory school climate was a risk factor and trait resilience showed both promotive and immigrant-specific protective effects. No effect sizes are printed here.

"They found that trait resilience had a promotive role in enhancing academic performance for both immigrant and non-immigrant students. Moreover, trait resilience had an additional protective effect, mitigating the negative effect of school discrimination on academic achievement specifically among first- and second-generation immigrant students."

Discussion¶

Related Claims¶

• 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) — 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.) — related
• Study designs and statistical analyses in literacy resilience research are often insufficient to distinguish promotive, protective, and skill-enhancing factors — a broader claim this one bears on
• 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
• School diversity climate shows no significant effect on performance for non-immigrant or second-generation students — related