Examining academic resilience among disadvantaged students across 33 education systems (BeResilient project)
BeResilient project examines the share of academically resilient students and factors contributing to this across 33 education systems, including America, Europe, Africa, Asia, and the Middle East.
Students who adapt in the face of adversity: The BeResilient project aims to increase the knowledge about academic resilience (Photo illustration: Jeswin Thomas on Unsplash).
About the project
Education is a basic human right; yet, not all children have equal access to educational opportunities. Despite having limited resources and disadvantaged home backgrounds, some students manage to succeed in school against the odds. These students demonstrate academic resilience, that is, the capacity to adapt in the face of adversity and achieve successful school performance. Given the recent sharp increase in inequality due to the COVID-19 pandemic, fostering student resilience takes an even greater urgency than ever before.
The BeResilient project aims to increase the knowledge about academic resilience by drawing upon unique data from TIMSS (Trends in International Mathematics and Science Study). TIMSS is an international large-scale assessment with representative student samples that assess student performance in mathematics and science in Grades 4 and 8 every four years.
The project utilizes multilevel data from the TIMSS 2019 cycle across 33 education systems to answer the following questions:
- How prevalent are academically resilient students across the 33 education systems?
- What factors are associated with academic resilience across these systems?
List of countries
- Chinese Taipei
- Hong Kong, SAR
- Iran, Islamic Republic of
- South Korea
- New Zealand
- Russian Federation
- Saudi Arabia
- South Africa
- United Arab Emirates
- United States
Map of countries
This project is financed by Global Education Network Europe (GENE) and European Union through Global Education Award in European Educational Research Association (EERA).
- Centre for Educational Measurement at the University of Oslo (CEMO), Norway
- University of Gothenburg, Sweden
- Centre of Resilience for Social Justice, University of Brighton, UK