Resilience as a Psychological Resource for Promoting Mental Health among School Students: A Systematic Literature Review

Mental health challenges among school students have intensified globally, necessitating preventive and promotive approaches within educational systems. Resilience, conceptualized as a dynamic process enabling adaptive functioning despite adversity, has emerged as a significant protective factor. This systematic literature review synthesizes empirical evidence published between 2014 and 2026 examining the association between resilience and mental health outcomes among students aged 5–18 years. A structured search across major academic databases yielded 38 eligible studies, including randomized controlled trials, quasi-experimental designs, and longitudinal cohort studies. Findings indicate a consistent inverse relationship between resilience and psychological distress, particularly depression and anxiety. School-based resilience interventions demonstrate small to moderate improvements in wellbeing, especially when employing multicomponent and cognitive-behavioral approaches. Emotional regulation and school connectedness emerge as critical mediating mechanisms. Although the evidence supports resilience as a modifiable and meaningful psychological resource, heterogeneity in intervention design and limited long-term follow-up constrain definitive conclusions. The review highlights implications for research, policy, and educational practice.