Analysing Emotion Regulation and Resilience in Secondary School Students: Building Minds,Building Strength

Abstract

Background

Research on adolescent emotional regulation and resilience has largely developed in separate domains, with little integration to provide a holistic perspective. Most prior studies have focused on clinical populations or specific emotional difficulties, leaving the school context underexplored. In addition, limited attention has been given to background variables and the use of culturally appropriate instruments and strategies.

Method

This study was conducted among 9th-grade students in the SS Kulum block to assess emotional regulation and resilience. A cluster-randomized method was used, with two schools chosen randomly through a lottery approach. Students with prior exposure to resilience training, emotional skill development, personality development, or life skills programs, as well as those with psychiatric or chronic illnesses, were excluded. Ethical approval was obtained from KMCH and SRIHER Ethical Committees, with formal consent from the school principal. Informed written consent and student assent were secured, and confidentiality was strictly maintained.

Results

The mean emotional regulation score was 20.30, while the average resilience score was 65.63. These findings suggest that students demonstrated low resilience and challenges in emotional regulation.

Conclusion

The study highlights the need for integrated, targeted school-based interventions to strengthen emotional regulation and resilience, thereby enhancing adolescents’ psychological well-being and adaptive functioning.

Plain Language Summary

This study explores how secondary school students manage their emotions and recover from difficult situations in their daily lives. These abilities are important because they help young people handle stress, perform better in school, and maintain good mental health. The research was carried out among 9th-grade students from selected schools in Coimbatore. A total of 150 students participated after obtaining consent from schools, parents, and students. Standard questionnaires were used to measure how well students regulate their emotions and how resilient they are when facing challenges. The findings showed that most students had only moderate skills in managing their emotions, and many had low to moderate levels of resilience. Only a small number of students showed strong emotional control and high resilience. Differences were observed based on factors such as gender, family income, parental education, and family background. For example, girls generally showed better emotional control and resilience than boys. Students from families with higher income and more educated parents tended to cope better with stress and challenges. Overall, the results indicate that many students need support in developing stronger emotional skills and resilience. Schools can play a key role by introducing programs that teach students how to understand their feelings, manage stress, and adapt positively to difficulties. Strengthening these skills during adolescence can improve students’ well-being, confidence, and academic success, helping them grow into emotionally healthy and capable adults.