Research Articles (Educational Psychology)

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Spaces that ‘hold’ us, spaces that ‘stretch’ us : a transdisciplinary study into positive learning experiences in South Africa
Van Aswegen, Anika; De Moura, Franchesca Michaela; Ebersohn, L. (Liesel) (Frontiers Media, 2026-05-21)
This paper investigates how spatial conditions affect learning experiences in Africa. The qualitative study asked postgraduate students and lecturers to share recollections of how everyday learning spaces affected their learning, to discover meaningful and transformational experiences. The transdisciplinary group of participants represented Architecture, Education and Theology. The research is situated in South Africa, an example of low- and middle-income countries. Structural inequalities and resource constraints are evident in limited school and classroom infrastructure, negatively impacting the quality of education for the majority of South Africans. Participants were asked to write retrospective letters as a participatory-inspired arts-based method. Inductive data analysis revealed various types of learning spaces, their conditions, and associated learning experiences. It was found that the abstraction of certain spatial conditions encourages interactive pedagogy despite physical limitations, resulting in learning experiences that can ‘hold’ and ‘stretch’ students. Meaningful and transformational experiences emerged in spaces that ‘hold’ and spaces that ‘stretch’, in which students feel safe before they can grow and develop. Spaces that ‘hold’ can occur in inadequate learning conditions, but in which students feel valued, comfortable and emotionally safe. Spaces that ‘stretch’ prompt students to express freely, exercise their agency, be challenged to develop personal identities and foster meaningful relationships with other people and with nature. Various learning spaces and conditions enable positive experiences, but are not innovative learning environments, nor are they custom-designed. Instead, they are everyday learning spaces that are the norm in a local South African school.
Challenges related to teaching critical thinking in the foundation phase
Zondo, Phindile M.; Human-Vogel, Salome; Omidire, Margaret Funke (AOSIS, 2025-10-31)
BACKGROUND : Critical thinking is a foundational transversal competence in early childhood education. However, foundation phase teachers face challenges in integrating it into their daily teaching practices in the classroom. AIM : Our study aimed to explore the support, resources and professional development that foundation phase teachers require to teach critical thinking, while also considering their conceptualisation of the competency. SETTING : The study involved a purposive sample of 10 foundation phase teachers drawn from quintile 1 to 5 schools in Gauteng province, South Africa. All participating schools were located within the Tshwane South District, ensuring representation of teachers with varied experiences in early childhood teaching who participated in semi-structured interviews. METHODS : A qualitative research approach was employed, using deductive and inductive thematic analysis to examine foundation phase teachers’ perspectives of critical thinking. RESULTS : The findings indicated that while teachers acknowledge the importance of fostering critical thinking, they often struggle to clearly conceptualise it. In addition, challenges such as overcrowded classrooms, an overloaded curriculum, time constraints, limited resources and insufficient professional development hinder its implementation. These factors negatively impact teachers’ confidence and instructional strategies, restricting the integration of critical thinking into daily teaching. CONCLUSION : Addressing these challenges requires structured professional development, improved resource allocation and systemic support to enable teachers to effectively foster critical thinking in young learners. CONTRIBUTION : The study highlights the need for targeted interventions to enhance teacher capacity in promoting critical thinking, ultimately strengthening early childhood education in South Africa.
Drop-in centre model of social support and intervention to strengthen the resilience of children from families living in economically depressed environments : a South African case study
Mampane, Motlalepule Ruth; Sepadi, Medwin Dikwanyane (Editura Sitech, 2025)
In Mamelodi's townships, this study probes the Stanza Bopape Drop-in Centre's capacity to bolster resilience among children raised by grandparents by contrasting its holistic blend of emotional, educational, and material assistance with narrower programmes. We conducted a qualitative secondary analysis of interviews and focus-group transcripts from eighteen learners aged 9-16 and one auxiliary social worker, framed by Bronfenbrenner's ecological systems theory and Ebersöhn's Indigenous flocking perspective. Findings reveal five synergistic dynamics caring rituals that foster security, homework and meal provision that alleviate stress, peer-led "flocks" that co-regulate emotions, coordinated linkages across home, school, and social services, and emerging leadership aspirations that together buffer adversity and cultivate agency. These insights underscore the transformative potential of multi-service, community-anchored drop-in centres and advocate for scaling such integrated hubs as sustainable pathways to empower marginalized youth.
Integrating career guidance and counseling into the high school curriculum in Lesotho : challenges and best practices
Mosanteli, Alix-Mary; Mampane, Ruth; Sepadi, Medwin (Springer, 2026-08-08)
This study explores the integration of career guidance and counseling into Lesotho’s high school curriculum, focusing on challenges and best practices. Using qualitative secondary analysis of interviews and focus group transcripts from 123 participants across 10 schools, the research was guided by Krumboltz’s Social Learning Theory of Career Decision Making. Thematic analysis revealed five interrelated themes: resource limitations, teacher training gaps, curriculum rigidity, informal influences, and emerging best practices. Findings underscore the urgent need for systemic support, professional counselors, and curriculum reform to embed career guidance as a core component of secondary education, enhancing equity and student preparedness.
Learning for life and sustainability : a theory synthesis to sustainability mindset development in higher education institutions
Grobler, Sunet; Boon, Wietske; Verster, Marisa (Emerald, 2026)
PURPOSE : This paper aims to explore the synthesis of transformative learning (TL) with curricular nuances and autonomy-supportive learning to develop sustainability mindsets in higher education institutions (HEIs), particularly in teacher education programs, in support of Agenda2030. By situating this exploration within a lifelong learning (LLL) perspective, the paper highlights the importance of fostering sustainability mindsets across the lifespan. DESIGN/METHODOLOGY/APPROACH : Jaakkola’s (2020) theory synthesis design was implemented. During the synthesis, similarities in approaches and learning strategies for sustainability were identified and integrated into a comprehensive framework, indicating how these theories/concepts interact. FINDINGS : Evident links exist among these theories/concepts for sustainability mindset development. By highlighting their synergies, the paper proposes a conceptual framework for sustainability mindset development grounded in LLL that prepares individuals of all ages to address global challenges effectively. For effective sustainability mindset development, a comprehensive approach that implements the discussed elements is recommended: embed relevant theories into curricula to provide a strong theoretical foundation, provide ongoing, curricula-aligned professional development and research and evaluation and apply TL approaches, autonomy-supportive teaching and collaborative reflective methods in HEI, specifically in teacher education. RESEARCH LIMITATIONS/IMPLICATIONS : Even though some clear links exist between these theories/concepts of sustainability mindset development, their practical implementation remains vague. While the article broadly discusses different elements involved in fostering sustainability mindsets, this study advocates for HEIs, specifically teacher education, as a starting hub for sustainability mindset development in the LLL cycle. PRACTICAL IMPLICATIONS : The synthesis of different theories/concepts offers a new perspective on how sustainability mindsets can be developed in HEIs, particularly in teacher education, and transferred into school contexts through teachers’ professional practices and role modelling, thereby further impacting society. ORIGINALITY/VALUE : The study brings together current theories and concepts to support sustainability mindset development. This study lays the foundation for future research in this area.
Integrative career construction counselling with seriously disadvantaged, unemployed black youths : semi-longitudinal, exploratory research
Maree, J.G. (Kobus) (Taylor and Francis, 2026-01-02)
This article explores an integrative career construction counselling intervention for seriously disadvantaged, unemployed black youths. A purposively selected group of 51 participants took part in the study. A semi-longitudinal, exploratory, follow-up multiple case study design, embedded in a mixed-methods (QUALITATIVE + quantitative) design, was employed. A three-phase intervention process facilitated the elicitation and validation of participants’ career-life stories and self-perceptions, fostering forward movement and action. Career interest and conﬁdence scores were assessed using a newly developed traditional test, while a storied, narrative questionnaire captured participants’ career-life narratives. Data were analysed using an adapted reﬂexive thematic analysis. The intervention enhanced participants 'three psychological selves (albeit to varying degrees). Notably, their career conﬁdence showed meaningful progress between the ﬁrst and second feedback sessions (one year apart). While the outcomes are promising, further research is needed, using diverse assessment instruments and larger, more varied samples to establish long-term impacts and mechanisms of change.
Taal-van-onderrig : die aard van sosiale en emosionele ervarings by driejariges
Boon, Wietske (Suider-Afrikaanse Vereniging vir Neerlandistiek, 2020-12)
Language of education: The nature of social and emotional experiences of three-year-olds This article aims to create awareness that non-obvious, deep-laying and complex differences between three-year-olds' social and emotional experiences can present within their mother-tongue, dual medium and second language learning environments. Contemporary debates highlight the benefits of mother-tongue against second language education, while literature on social and emotional development and language of education in the early years are limited. Data have been collected via a combination of questionnaires and vignette research. Although quantitative findings did not reveal significant differences for the three-year-olds who participated in the study across language of education and social and emotional development, the qualitative data from questionnaires and vignette research did bring forth differences in three-year-olds' social and emotional experiences within the context of language of education. These different findings from the quantitative and qualitative research methods can be indicative of the necessity to apply in-depth qualitative methods when social and emotional development and language of education is studied.
Mense, prosesse, plekke en beginsels in vroeë kinderonderwys : die bevordering van kwaliteitonderrig in hoëronderwys
Boon, Wietske (Litnet, 2026-02-24)
OPSOMMING : Kwaliteitonderrig is een van die Verenigde Nasies se 17 doelwitte vir volhoubare ontwikkeling met die oog op Agenda 2030. Hierdie doelwitte het ten doel om vrede te bevorder en die planeet te bewaar. Hoëronderwysinstellings is goed geposisioneer om vaardighede en kundigheid oor die doelwitte vir volhoubare ontwikkeling aan onderwysstudente oor te dra, wat dit weer binne en buite die klaskamer aan leerders gaan oordra. Dit is dus belangrik om die kennisveld uit te brei oor hoe vroeë kinderonderwysdosente se gedrag en interpersoonlike vaardighede presenteer om kwaliteitonderrig te bevorder. Hierdie studie word deur UNESCO se model van mense, prosesse, plekke en beginsels gelei. Om die navorsingsvraag te beantwoord word daar van verkennende, kwalitatiewe, Innsbruck-vinjetnavorsing gebruik gemaak. Vroeë kinderonderwysdosente (n = 3), is binne verskillende kontekste, naamlik op departementele vlak, tydens studieleiding en in die klaskamer, waargeneem. Vanuit die vyf finale vinjette wat voorgehou word, word die gevolgtrekking gemaak dat kwaliteitonderrig binne hoëronderwyskontekste nou verbind is tot die aard van interpersoonlike verhoudings, met fokus op aanpasbaarheid, insluiting en bemagtiging, en die toepassing van verskillende hulpbronne. Alhoewel hierdie ’n kleinskaalse, verkennende studie is, lig dit uit hoe onderwysdosente se gedrag presenteer tot bevordering van kwaliteitonderrig binne die Suid-Afrikaanse konteks.
Conceptualising street youth lived resilience in African cities
Van Blerk, Lorraine; Hunter, Janine; Shand, Wayne; Bukenya, Badru; Jamieson, Lucy; Theron, Linda C. (Routledge, 2026)
Youth, embedded in street life in African cities, experience multiple daily and longer-term stressors which impact their socio-economic circumstances and capacities to meet their basic needs. Urban contexts of high unemployment, inequality, and poverty result in homeless youth, often with incomplete schooling, unable to secure a decent living through hustling in the informal economy, access safe spaces to sleep, nutritious food, and subject to violence or arrest. Yet, street youth are resilient, employing creative tactics to overcome challenges and build strategies for life endurance. This paper draws on 18 focus groups with 199 young people living on the streets in three diverse African cities to explore the nuances of their resilience. When exposed to significant stress, street youth mobilise relational, institutional, and contextual resources to be resilient. The paper, therefore, conceptualises resilience as a lived process that goes beyond traditional understandings of personal resilience, over space and time. Street youth ‘lived resiliencies’ are grounded in the social and economic fabric of cities and are deployed to overcome multiple difficulties. The paper concludes by translating co-responsibility for street youth lived resiliencies towards policy and practice communities.
The effect of career construction counselling on high school students' career decision-making difficulties and career adaptability
Magere, Grace Makunja; Maree, J.G. (Kobus); Rajab, Pakeezah (Sage, 2026-06)
This study investigated the effect of career construction counselling as an intervention on addressing career decision-making difficulties and enhancing career adaptability of high school students in Tanzania. The study sample consisted of 66 Form Five students (Grade 11) drawn from two public high schools in Morogoro Municipality. An intervention group of 35 students received career construction counselling, while a comparison group of 31 students continued with traditional regular classes. A quasi experimental pre- and post-test design was used to assess participants’ career decision-making difficulties and adaptability before and after intervention. The results indicated statistically significant differences between the pre- and post-test interventions, implying that the intervention decreased students’ career decision-making difficulties and increased their career adaptability. Future research could expand this line of inquiry by including larger and more diverse samples, conducting longitudinal follow-ups to examine sustained effects, and exploring the applicability of career construction counselling across different cultural and educational contexts.
Professionalizing teacher educators for sustainable development
Dittrich, Ann-Kathrin; Eloff, Irma; Boon, Wietske; Nia, Maryam Rabani; Mathabathe, Kgadi Clarrie; Graham, Marien Alet; Weinberg, Lucas; Agostini, Evi (Wiley, 2026)
Teacher educators play a pivotal role in advancing sustainable futures by shaping the professional practices of teachers. Within the framework of the United Nations' Agenda 2030 and the Sustainable Development Goals (SDGs), their understandings of professionalism are therefore of particular significance. Despite growing scholarly attention to teacher educator professionalism, there is still little empirical insight into how teacher educators conceptualize their professionalization in relation to the SDGs. This study explores how teacher educators understand their professionalism in the context of Agenda 2030 and identifies conditions that support SDG-related professional learning. Semi-structured interviews were conducted with teacher educators in Austria and South Africa and analyzed using qualitative content analysis. The findings conceptualize teacher educator professionalism as a multifaceted and dynamic process shaped by the interaction of knowledge, research, curriculum design, didactic skills, reflection, wellbeing, and collective development. Beyond individual competencies, professional contexts and institutional conditions emerge as decisive for sustainability-oriented professional development.
Teacher educators and the SDGs: self-reported practices and cross-country insights
Graham, Marien Alet; Eloff, Irma; Dittrich, Ann-Kathrin (Wiley, 2026)
This study examines how teacher educators in South Africa and Austria engage with sustainability-related practices aligned with the United Nations' Agenda 2030 and the Sustainable Development Goals (SDGs). Using data from the Teacher Educator Sustainability Survey within the Teach4Reach 2.0 project, a cross-sectional quantitative design explored self-reported practices, perceptions, and levels of professional engagement. Factor analysis revealed different factor structures in each country, highlighting how contextual conditions shape sustainability integration. Across both contexts, most factors showed mean or median values above the Likert-scale midpoint, indicating generally positive orientations towards sustainability. Although the findings are not generalisable beyond the two samples, they provide valuable insight into how local realities influence teacher educators' sustainability-related behaviours and professional commitments. The study concludes by emphasising the need for longitudinal and expanded cross-national research to deepen understanding and strengthen professional development initiatives that support more robust and context-sensitive approaches to sustainability in teacher education.
Self-regulated learning : a correlate of achievement motivation among senior secondary school adolescents in Nigeria
Muhammed, Shuaib Abolakale; Omidire, Margaret Funke (University of Limpopo, 2025)
Transition to senior high school introduces students to heightened academic expectations, requiring the formulation of effective strategies for achievement. This research investigates self-regulated learning (SRL) practices and achievement motivation among Senior Secondary School adolescents in Nigeria, using a descriptive survey design on sample of 400 secondary students selected through simple random and stratified sampling methods. Data were collected via the “Self-Regulated Learning and Achievement Motivation Questionnaire” (SRLAMQ). Data were analysed using percentages, means, rank order and Pearson’s Product Moment Correlation. Findings indicated a significant achievement motivation level, with an aggregate mean score of 3.22 and a moderate positive correlation between SRL habits and achievement motivation (r = 0.307, p < 0.05). Notably, gender differences emerged, with females showing a stronger correlation (r = 0.344) compared to males (r = 0.246). Age analysis revealed significant relationships for students aged 14–17 years (r = 0.352) and 18 years and older (r = 0.369), while no significant relationship was noted for ages 10–13 years. There were also positive correlations between SRL practices and achievement motivation based on school types. The study advocates for targeted interventions to enhance SRL practices among adolescents in Nigeria and a qualitative investigation into the gender differences noted.
Intentional play to support the development of children-in-distress in spaces of high need and resource constraint
Ebersohn, L. (Liesel); De Bruin, Janine Ellenore; Hopley, R.; Graham, Marien Alet (Routledge, 2026)
High numbers of children-in-distress globally indicate the need for evidence on low-threshold interventions to buffer against risk and promote positive developmental outcomes. Especially in spaces where structural disparity challenges and abuse result in excessively high numbers of children-in-distress, limited options exist for care and support, given contextual resource constraints. This article draws on comparative study data exploring intentional play to address the high need for support in spaces where resources are limited. Two places of residential care that care for children-in-distress in South Africa were purposively selected. At one place of residential care, intentional play is incorporated by trained caregivers, who prioritise intentional daily play, and at the other, play takes place by happenstance. Mixed-method data was collected at two time points in 2021 and 2022 with 8-12-year-old children (n = 59, CASE 1 = 37, CASE 2 = 22, boys = 29, girls = 30) and caregiver participants (n = 11). Collected data provided insight into holistic child developmental outcomes (academic, physical and psychological health and wellbeing) in the context of intentional play. Children who benefited from daily intentional play demonstrated more positive developmental outcomes than the comparison group. The study demonstrates the value of prioritised, regular, intentional play to promote holistic child development.
Sexual sanctions and solidarity : heterosexual schoolgirls’ negotiations of cisheteronormativity in two South African high schools
Mayeza, Emmanuel; Bhana, Deevia; Janak, Raksha; Ngidi, Ndumiso Daluxolo (Routledge, 2026)
This paper examines how female heterosexual learners negotiate cisheteronormativity within South African school contexts. Using a qualitative design, we draw on two single-sex focus groups with girls aged 15–17 in two KwaZulu-Natal high schools. Cisheteronormativity is utilised as a conceptual lens to show how gendered norms naturalise a sex/gender binary and privilege heterosexuality while also opening avenues for contestation. The findings illustrate how support for gender and sexual diversity is produced in the context of girls’ reference to constitutional equality, religious and moral frames, as well as through school rituals like the matric dance. However, inclusion coexists with the reproduction of cisheteronormative binaries suggesting that acceptance of sexual diversity is partial and precarious. The paper also draws attention to the policing of boys’ masculinity and sexuality through peer surveillance, showing how masculinity is especially under pressure in the context of gender-nonconforming conduct. Despite these constraints, participants propose strategies that deal with cisheteronormativity through learner-led support groups, school counsellors, comprehensive sexuality education, and partnerships with community organisations. We conclude the paper with implications for advancing sexual diversity and justice in South African schools.
Globalisation and curriculum transformation in South Africa : aligning national frameworks with sustainable development goals and digital competencies
Sepadi, Medwin Dikwanyane; Mampane, Motlalepule Ruth (South African Democratic Teachers' Union (SADTU), 2025-12-08)
Globalisation exerts significant pressure on national education systems, compelling them to adopt transnational goals and practices to secure legitimacy within the international community. This paper examines how South Africa navigates this dynamic, analysing the integration of global mandates specifically the Sustainable Development Goals (SDGs) and digital competencies into its national curriculum and teacher training programmes. Drawing on World Culture Theory and Comparative Curriculum Analysis, the study employs a qualitative document analysis of South Africa's Curriculum and Assessment Policy Statements (CAPS) and initial teacher education syllabi from three research-intensive universities. The findings reveal a progressive formal alignment with global agendas, evidenced by the explicit inclusion of a digital literacy strand in CAPS and references to the Education 2030 framework. However, significant provincial disparities in resource allocation and uneven integration in teacher education highlight a decoupling between policy adoption and enactment. A comparative analysis with Brazil, India, and Malaysia situates South Africa in an intermediate position, balancing global norms with local constraints. The study concludes that without targeted strategies for equitable implementation and robust teacher preparation, the promise of a globally aligned, future-focused education system remains aspirational. Recommendations include the development of detailed implementation guidelines, investment in digital infrastructure, and mandating SDG-aligned practica in teacher training.
Demographic factors that predict open university undergraduate students' well-being
Graham, Marien Alet; Magare, Ishmael; Eloff, Irma (Commonwealth of Learning, 2025-07-25)
Recent research studies on student well-being in higher education have emphasised the importance of various psychological factors, however, in online learning environments, demographic factors have been shown to have particularly strong relationships with well-being. This mixed-methods study explored the relationship between demographic variables and student well-being in open and distance learning (ODL) using the PERMA framework. The participants (age: mean = 38.2, SD = 6.5) were BEd students in primary education at an ODL institution in Botswana. Data from a survey (n = 215) and focus-group interviews (7 groups, n = 35) revealed that the only significant demographic predictor of undergraduate students’ perceived well-being was higher levels of education. Qualitative analyses indicate that higher qualifications were related to career advancement, self-actualisation, self-confidence, social status, multi-level learning, a sense of belonging and positive emotions. This study assists in gaining insight into which demographic variable/s enhance student well-being, that, in turn, may help in designing optimal ODL learning environments to support students effectively.
Inclusive adaptive learning environments and the role of artificial intelligence : insights from South African classrooms
Dewa, Alton; Dewa, Nokuthula Ntombiyelizwe (South African Democratic Teachers' Union (SADTU), 2025-12-08)
The emergence of educational digital technologies harnessing artificial intelligence (AI) and adaptive learning environments enables continuous monitoring of learner progress while providing tailored, personalized feedback and recommendations. These innovations make it easier for teachers and parents to identify specific areas where learners need improvement. Adaptive learning and AI tools are transforming education by moving beyond traditional teacher-centered approaches that limit learner autonomy and critical thinking. This article investigates the use of adaptive learning and AI to foster personalised learning in South Africa in resource constraint areas, with the focus to enhance learning experiences. In these platforms, large amounts of data can be analysed, adapt, and tailored to the content and delivery of educational materials to meet learner individual needs. A systematic literature review was conducted using data from Scopus and Web of Science, guided by the PRISMA framework. Literature published between 2020 and 2025 was included, as this period marks a significant rise in AI adoption within the education sector. Boolean operators (AND, OR, NOT) were applied to refine search results and identify peerreviewed studies relevant to the research objectives. Findings reveal that adaptive learning and AI-based platforms effectively monitor learner performance, identify learning gaps, and provide targeted interventions. The reviewed studies further demonstrate that such tools improve learning outcomes, enhance learner engagement, and support teachers by automating administrative tasks and generating progress reports. Despite these benefits, the South African education sector continues to rely heavily on traditional pedagogical methods. Many educators express uncertainty about AI’s role and raise ethical concerns regarding students’ misuse of AI tools. The study concludes by emphasizing the urgent need for teacher training and institutional readiness to harness AI’s full potential for inclusive education.
How places and spaces support the resilience of Swazi emerging adults
Gama, Nombuso; Theron, Linda C. (Routledge, 2026)
Very little is known about how physical environment resources support the resilience of emerging adults living in industrial areas. We respond to this knowledge gap by investigating the spaces and places supporting the resilience of emerging adults in Matsapha, the biggest industrial area in Eswatini. We used photo-elicitation and participatory mapping interviews to explore accounts of 30 emerging adults (aged between 18 and 24 years) in Matsapha. Our findings showed that even though emerging adults contended with physical, financial and relational stressors, the built and natural environment scaffolded their resilience. Matsapha had places supporting their industriousness, places meeting their basic needs, and places and spaces supporting their dreams. These environmental resources were gender responsive and aligned with what was developmentally important to young people at the time. Our paper brings attention to the multisystemic nature of resilience by highlighting the role of physical environments in scaffolding resilience. Psychologists can use this information to advocate for industrial towns to be planned in ways that enable young people to thrive. This is imperative because the high youth unemployment rates in Africa mean that industrial areas will continue to attract large numbers of emerging adults.
Resilience among South African high school students in communities experiencing continuous traumatic stress : a multisystemic perspective
Holtge, Jan; Theron, Linda C.; Ungar, Michael (American Psychological Association, 2026)
OBJECTIVE : Youth in South Africa often face continuous traumatic stress in their communities. Following a multisystemic and strengths-based approach, this study examined predictors of outcome resilience, that is, showing better-than-expected levels across multiple well-being indicators, among a sample of South African high school students living in two such communities. The sample consisted of 423 students, with a mean age of 16.87 years, 62.40% female students, and 84.80% self-identified as Black. METHOD : A latent profile analysis identified distinct well-being profiles based on self-reported levels of depression, posttraumatic stress symptoms, physical health, and school engagement. A classification tree approach explored potential multisystemic resource combinations underpinning the identified profiles. Individual, caregiver, family, peer, teacher, and community resources were analyzed. RESULTS : Three well-being profiles were identified: normative (sample-mean levels across outcomes; n = 222), resilient (better-than-expected levels across outcomes; n = 152), and nonresilient (worse-than-expected levels across outcomes; n = 49). Females were overrepresented in the nonresilient profile (87.80%), while the gender ratio was almost equal in the resilient profile (52.70% females). The resilient profile was most likely linked to a combination of high levels of individual, caregiver, family, and peer resources, while low levels of caregiver, family, and spiritual/religious community resources best predicted the nonresilient profile. The normative profile was characterized by having at least one but not all of these resources. CONCLUSIONS : These findings underscore the necessity of a comprehensive, multisystemic approach in resilience research and practice, highlighting how synergistic resource combinations can foster positive outcomes despite pervasive trauma in underserved populations. IMPACT STATEMENT : Growing up in a continuously traumatized community puts youth at risk for poor academic, mental, and physical health outcomes. Our findings show that youth living in such communities in South Africa have better-than-expected academic, mental, and physical health outcomes when they are well-resourced, with emphasis on family support, caregiver warmth, peer support, and social skills. Youth reporting all these resources showed higher levels of resilience than youth reporting only some of them. In short, supporting access to a combination of resources from multiple systems is key to advancing the resilience of youth in chronically stressed environments.

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