In its origins, resilience research was linked to the study of disasters and their impact on people and communities. Resilience was described as an innate capacity for resistance within a dynamic system (such as a person or a family), despite critical circumstances. The main focus of the research was on identifying the characteristics and dynamic processes that helped individuals, families, or societies to successfully adapt under adverse conditions.

Over time, this static view of resilience has been challenged by new research. As it became clear that various internal and external factors influence a person's response in stressful situations, resilience came to be recognized as a complex process. This process takes place through a dynamic interaction between the individual and a specific challenge. Moreover, the specific context of the situation plays a decisive role. Therefore, there is no closed or fixed definition of resilience.

School as a source of resilience

What enables or hinders resilience, and which internal and external factors contribute to it, are key questions. In order to be able to act even in times of crisis, a person needs a toolbox—more precisely, a constellation of resources that develop into capabilities.

The answer found in a difficult situation within a specific context is the result of an interplay of abilities that manifest as inner struggles or actions. These are complex processes of learning, transformation, and change. Individual disposition, life experiences, and certain life circumstances form the basis for creating a personal toolbox of resources that develop into capabilities and, later, into actions. This is a lifelong process.

Skills instead of knowledge

For the development of these resources—those that will later form the personal toolbox—school, as a place of human development, plays a vital role. Many children today spend the entire day at school. Therefore, schools must also equip students with the necessary abilities to face challenges and setbacks—in other words, to be resilient.

What is needed is an education that significantly contributes to providing people with transferable and renewable skills. In a constantly changing world, sustainable communities and societies should be created. Education should not be based solely on knowledge, but also on the ability to act.