Resilience in High Abilities: Keys to Overcoming Academic and Personal Challenges

Definition

The study of resilience has long focused on understanding how individuals positively adapt to adversity, a process that directly influences emotional stability. Resilience, defined as the capacity to confront, overcome, and transform complex challenges constructively while strengthening oneself in the process, represents a transversal trait in human development. It also entails engaging in a personal growth trajectory that fosters self-awareness and internal coherence. Within the context of high abilities, this construct assumes particular significance, as students with high cognitive potential, but they are not immune to socio-emotional and educational vulnerabilities. These vulnerabilities may arise from asynchronies between intellectual and emotional development, among other factors, and influence specific coping strategies that, in turn, affect academic and social outcomes. Furthermore, high abilities students often have unique educational needs that may be insufficiently recognized or supported within their socio-cultural environments. Consequently, resilience in high abilities students should be understood as a dynamic process shaped not only by individual cognitive resources but also by contextual factors. A thorough analysis of the specific vulnerabilities of this population, and their interactions with environmental influences, is essential for fostering resilience and designing psychoeducational interventions that enhance academic achievement, promote inclusive practices, and support overall well-being.

1. Introduction

Emotional intelligence refers to the capacity to recognize and understand one’s own emotions and those of others, as well as to use them appropriately to guide thought and behavior [1]. International policy frameworks of the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) identify interpersonal skills and socio-emotional competencies as global educational priorities. These competencies are particularly relevant for adolescents with high abilities, as their emotional development may not progress at the same pace as their intellectual development [2,3]. From this perspective, emotional intelligence has been identified as an antecedent of resilience, as it fosters effective coping strategies and adaptive management of adversity [4], while also being associated with individuals who contribute more productively to society [5].

The study of resilience in psychology and related disciplines emerged in the 1970s and has focused on deepening the understanding of individuals’ positive adaptation in the face of adversity, which directly affects their emotional stability [6]. In this regard, psychological resilience refers to the capacity to effectively confront and overcome life’s difficulties, restoring equilibrium and transforming challenges into opportunities for growth. Moreover, it entails maintaining commitment to one’s life goals, with perseverance, openness to change, and self-awareness, by mobilizing the personal resources necessary to surmount adversity [7,8]. Thus, from the perspective of Positive Psychology, the development of resilience—together with self-efficacy, hope, and optimism—is essential for strengthening personal resources aimed at coping with adversity and achieving improved performance [4].

However, children and adolescents generally have limited power to alter their circumstances and often lack the necessary resources to cope with adverse or traumatic experiences occurring in their environment [9]. Therefore, these developmental stages are critical for fostering resilience, as they represent key periods in which the competencies required to effectively confront life’s challenges and enhance social and personal capacities must be strengthened, thereby enabling more meaningful contributions to society. This underscores the importance of life skills education, while also highlighting that strategies aimed at promoting resilience require adequate professional teacher training [8,10].

As a result, resilience in children and adolescents emerges from the interaction between individual efforts and the support provided by their environments or support systems [11]. Its development strengthens the capacity to cope with both everyday and extraordinary conflicts and challenges, thereby facilitating the effective management of adversity across different domains of life. Furthermore, it contributes to the enhancement of self-esteem and well-being, establishing itself as a fundamental protective resource.

Moreover, children—particularly those experiencing extreme adversity—require immediate action from all stakeholders involved, including researchers, practitioners, families, and communities, through the implementation of evidence-based approaches aimed at ensuring their protection and facilitating recovery [12]. Accordingly, this capacity is situated within a dynamic, adaptive, and multisystemic process that influences individuals’ learning, well-being, and development. Within this framework, it is essential to examine both protective factors and those associated with vulnerability or risk, as well as to broaden the analytical focus beyond the individual by adopting an ecological perspective. Such a perspective encompasses contexts ranging from those closest to the individual to more distal and complex systems—such as society as a whole—which are inherently more difficult to modify. The overarching aim is to mitigate the adverse effects of unfavorable experiences and to foster resilience through intervention strategies that promote adaptive responses to risk [6,9,10,13].

2. Socio-Emotional Well-Being as a Foundation of Resilience in Students with High Abilities

Socio-emotional well-being plays a fundamental role in the development of resilience among students with high abilities. This profile of children and adolescents is characterized by possessing—or having the potential to develop, through interaction—general and/or specific abilities above the average, a high level of task commitment, and notable creativity [14,15]. Moreover, students with high abilities demonstrate strong interest in most areas of the school curriculum, as well as in a wide range of diverse content domains. They also exhibit high levels of intrinsic motivation, reflecting a broad spectrum of cognitive interests and a strong degree of engagement in learning tasks [16]. Consequently, they require a broader range of educational opportunities, resources, and stimulation than those typically provided in conventional educational programs [14,15], along with professionals trained in high-ability education who recognize and value students’ interests and motivations, while also guiding them in identifying areas in which they can achieve success [17]. In this regard, the systematic review by [18] indicates that children and adolescents with high abilities may be socio-emotionally vulnerable, exhibiting an increased risk of depression, low self-esteem, and traits such as perfectionism, which are influenced by their environment. Similarly, Ref. [19] note that students with high abilities may be more susceptible to stress and may experience difficulties in their coping strategies.

Therefore, from a socio-emotional perspective, emphasizing skills such as growth mindset, emotional intelligence, and resilience within the affective curriculum of these students is essential for their holistic development. This approach not only contributes to academic achievement but also prioritizes the formation of emotionally balanced students who are equipped to face life’s challenges in a positive manner [20]. In this way, such a holistic perspective balances cognitive ability with socio-emotional competencies, recognizing that exceptional performance arises not solely from innate talent, but also from qualities such as determination, motivation, and perseverance [20]. Likewise, environmental and psychosocial variables are decisive, as high ability evolves throughout the lifespan as a result of the interaction between innate capacities and appropriate support [21].

The experiences of students with high abilities are often characterized by a constitutive intensity that manifests across intellectual, emotional, and social dimensions [22]. This intensity can be understood as both heightened sensitivity and complex cognitive processing, which may, in some cases, lead to patterns of perfectionism. Thus, what might be interpreted as an inherent trait driving the pursuit of excellence can, without adequate support, become a psychoeducational risk factor.

In other studies, students with high abilities generally exhibit an adequate profile of emotional skills [23,24], which does not imply that they are exempt from facing social and emotional challenges [17]. These challenges may arise from the intrinsic characteristics of high-ability students, from an environment that does not adequately address their special needs, or from individual traits that increase their vulnerability [17]. In other words, the complex cognitive and socio-emotional profile of high-ability students can serve as a protective factor in adverse situations, but it can also constitute a risk factor under the same conditions [25], potentially affecting their level of emotional intelligence [26]. This underscores the importance of fostering resilience in this student population. Furthermore, awareness of these risk factors by both families and educators is crucial for providing educational and social experiences that support resilience [17].

However, this process cannot be understood from an absolutist model of inherent risk. Although, on average, these students demonstrate psychosocial adjustment comparable to that of their peers [27], asynchrony in their development and the subjective experience of perceiving themselves as “different” add a layer of complexity to the socio-emotional component. This perceived difference becomes a defining factor that may lean toward either vulnerability or strength, often depending on the response of the surrounding environment, including family expectations and understanding, as well as reactions of admiration, frustration, or misunderstanding from teachers and peers [28,29].

3. Construction and Development of Resilience in Gifted Students

Current research indicates that resilience constitutes an important protective factor for the psychological well-being of gifted students, in addition to promoting excellence [30,31]. In general terms, this population exhibits high levels of psychological resilience [32]; however, these authors emphasize the importance of analyzing the factors that influence resilience, such as grade level, sociodemographic characteristics, and individual personality traits. Similarly, Ref. [33] note that although high intelligence is not a prerequisite for achieving resilient outcomes, it serves as a valuable resource, particularly in problem-solving and managing challenges.

In this regard, Ref. [25] indicate that possessing high abilities may act as a protective factor, fostering resilient behavior in students. However, the context in which these students interact is crucial, as they may also come from disadvantaged backgrounds or experience complex or vulnerable situations. Such circumstances can prevent their potential from being recognized or developed, leading these students to experience feelings of distrust toward others and themselves, low self-esteem, poor academic performance, and demotivation. Therefore, fostering resilience within the educational context is a fundamental necessity to support the holistic development of these students.

3.1. Determinant Factors in Resilience Development

Based on the discussion above, it is important to highlight the main internal and external factors that influence the resilience of gifted students. Although these factors are presented separately for analytical purposes, in practice their influence is inseparable and interdependent, encompassing internal characteristics, strategies for coping with difficulties, and environmental and social factors [33,34].

Regarding internal factors, it is noteworthy that, among other aspects, they aid in managing stress in gifted students. External factors, particularly those related to family support, impact their motivation and performance in pursuing academic development [35]. In fact, both school and family environments can strengthen the psychological resilience of this population by jointly focusing on modifiable factors, both external, such as social support, and internal, such as interpersonal skills, empathy, educational aspirations, self-efficacy, problem-solving abilities, and coping strategies [33].

3.1.1. Personal Factors

This section addresses the internal factors that promote resilience in gifted students. Among these, those that facilitate self-regulation and the effective management of challenges stand out. Likewise, personal characteristics can support sound decision-making and the appropriate regulation of emotions [2].

Similarly, the systematic review by [31] highlights that resilience is an essential variable for fostering excellence, alongside self-regulation, self-efficacy, learning goal orientation, and academic self-perception. Additionally, Ref. [36] emphasize the dynamic interactions between resilience, positive perfectionism, and creative self-efficacy in gifted children, underlining the importance of considering these constructs jointly. Finally, Ref. [37] point to a positive relationship between resilience and emotional, academic, and social self-efficacy.

In this regard, as described by [38], perfectionism in this group of students is not limited to the drive to “do things well,” but often functions as a critical stressor. Excessive self-demand and the fear of failure or of disappointing social expectations generate a level of stress that, when combined with a non-challenging educational environment or socially complex context, acts as a triggering variable that can lead to academic burnout. Thus, what might be interpreted as an inherent trait in the pursuit of excellence can, without adequate support, become a psychoeducational risk factor.

However, the internal profile of gifted students is composed of a complex set of cognitive, affective, and motivational traits that interact dynamically, shaping their psychosocial adjustment. As highlighted in their systematic review [18], these students are far from a homogeneous group and, on the contrary, exhibit significant interindividual variability in socioemotional development. In this context, traits such as emotional intensity, sensitivity, and overexcitabilities emerge, reflecting an amplified receptivity to both external stimuli and internal processes. This hypersensitivity can manifest as a heightened vulnerability to anxiety, frustration, or perfectionism when not accompanied by self-regulation strategies.

Regarding self-concept, Ref. [39] report in their meta-analysis that academic self-concept is consistently higher in this population, whereas emotional, physical, and social self-concepts tend to be similar to or even lower than those of the general student population, which may be considered a “silent” risk factor.

It is important to note that addressing each student’s characteristics individually promotes the acquisition of strategies to face challenges, overcome obstacles, and maintain emotional and academic balance, fostering consistent and sustainable holistic development. Nevertheless, students’ internal resources are reinforced by contextual factors, particularly perceived social support from family, peers, and teachers. Thus, as internal factors such as self-efficacy and external factors such as perceived social support increase, so too does the resilience of gifted students [37], provided they are in an environment conducive to developing their full potential [40].

3.1.2. Family, School, and Social Factors

Regarding the external factors that influence the resilience of gifted students, including the family, school, and social environment, Ref. [41] emphasize that it is essential for the development of resilient behavior to have adults—whether within the family or the broader social context, such as teachers—who provide support, affection, and understanding. These adults, in turn, promote the development of coping behaviors in children when facing challenging situations.

Thus, the school and family, as primary contexts in the life of a student with high cognitive potential, serve as settings in which internal processes of stress and potential cognitive strain may emerge and develop. In this regard, Ref. [22] warns that the label “gifted” can trigger challenging social dynamics, such as isolation, pressure to conform to a social stereotype or construct, and even misunderstanding by peers.

Similarly, the family environment plays an ambivalent role. On the one hand, it faces challenges such as managing potential developmental asynchronies in gifted children or seeking appropriate educational resources to cultivate their high potential, which can generate parental confusion and stress if not properly managed or guided [28]. On the other hand, the family acts as the primary agent of resilience for gifted students; that is, parents’ confidence in their children’s ability to cope with the challenges associated with their giftedness serves as a determining factor in how students perceive themselves in the face of potential adversities in their context [29].

Resilience thus emerges when support systems are able to mitigate inadequate contexts and transform potential stressors—such as perfectionism pressure or social dissonance—into opportunities for self-awareness, emotional regulation, and renewed commitment to learning.

For all these reasons, the presence of at least one supportive adult is essential for the development of resilience in this profile of students [34]. It is crucial that educators and families collaborate to provide a supportive educational environment that offers gifted children guidance, resources, and feedback, thereby fostering the development of their psychological resources and transforming their potential into concrete abilities [36]. As noted by [35], gifted students who perceive family support and involvement feel motivated to continue striving despite difficulties. In contrast, a lack of family stability can lead students not to perceive their family as their primary source of support, prompting them to seek alternative support systems, particularly from teachers and peers, to compensate for this deficiency. In this regard, Ref. [2] highlight that the family constitutes the main source of social support and that family cohesion is fundamental for the life satisfaction of these students.

Ultimately, it is essential that the family environment of gifted children and adolescents actively engages in providing socioemotional support, as this involvement not only strengthens academic excellence and performance across all areas of life but also enhances students’ self-esteem and motivation. Family support functions as a protective factor that promotes resilience in the face of challenges and difficulties, enabling students to fully deploy their abilities and reach their maximum potential.

3.2. Progressive Development of Resilient Competencies Across the Developmental Cycle

Based on the discussion above, since resilience in gifted students is closely linked to holistic well-being and the achievement of excellence, its development is fundamental. Successfully overcoming difficulties, problem-solving, and cultivating resilience increase positive emotions in gifted children, helping them manage failures, plan tasks, and organize their ideas, thereby fostering the development of positive perfectionism [36]. In this regard, it is necessary to promote coping with challenges across family, school, and social environments [42], which is especially important as students with high cognitive potential are not exempt from experiencing various socioemotional and educational vulnerabilities, as previously discussed.

From an educational perspective, resilience should be addressed not only in its academic dimension but also as part of the overall educational process in the holistic development of gifted students, including group acceptance and integration, as well as attention to their cognitive and socio-affective needs [43]. Consequently, the development of natural peer support networks is essential, as it promotes social integration and the development of interpersonal and coping skills, while simultaneously reducing the negative impact of adverse situations [34]. In this context, Ref. [44] notes that gifted students may be reluctant to engage with higher levels of challenge after experiencing failure, due to factors such as a preference for the comfort zone, habituation to success with less effort compared to non-gifted peers, and social influences. This underscores that academic resilience requires exposure to appropriate challenges, sustained effort, and the ability to manage failure beyond innate talent.

Furthermore, it is essential to tailor the educational process to the individual abilities and needs of these students. This personalization, combined with addressing negative self-perceptions and fostering the ability to set achievable goals, increases the likelihood of success, thereby promoting the development of resilience and academic self-efficacy [37].

In summary, early intervention and preventive measures are essential for enhancing resilience and well-being in this population [19], as they help strengthen coping skills, reduce emotional vulnerability, and support long-term academic and personal development, alongside personalized strategies that address the diverse individual needs these students may present [31].

3.3. Programs and Strategies for Promoting Resilience

Interventions aimed at developing resilience in gifted students are fundamental. In fact, according to [30], resilience is negatively associated with anxiety in this group, highlighting it as a central component of interventions designed to reduce anxiety in gifted populations. Moreover, the outcomes of such interventions suggest that social and physical activities may enhance the effectiveness of resilience-focused programs, particularly for gifted children [30,37]. Conversely, children who spend more time playing digital video games exhibit lower levels of resilience compared to those who play less frequently [30].

In general, authors such as [33] outline the components of a comprehensive intervention suitable for at-risk gifted students, including:

(a)

Promoting connection. Teachers can help students establish strong and meaningful relationships with significant and positive individuals, such as a family member, teacher, mentor, or peer.

(b)

Fostering self-efficacy and autonomy. Teachers and families can provide students with opportunities to assume responsibilities, make decisions, influence their environment, and develop personal interests, thereby promoting learning and resilience while maintaining the necessary challenges for growth.

(c)

Encouraging optimism. Teachers and families can support children in appropriately processing adverse experiences, maintaining an optimistic attitude, and leveraging positive aspects of difficult situations.

(d)

Promoting coping strategies. Teachers can teach and guide the flexible application of culturally relevant coping strategies.

(e)

Validating experiences in the face of bias. Teachers and families should acknowledge and accept children’s and adolescents’ experiences of discrimination or prejudice, reinforcing their emotions and teaching constructive coping strategies.

(f)

Fostering cultural pride. Teachers and families can strengthen students’ ethnic identity through participation in intercultural activities, promote bilingual and bicultural development, and recognize assimilation as a potential coping strategy aligned with each student’s cultural values.

Within the academic curriculum, it is essential to integrate the development of emotional competencies, such as stress management and coping skills, in a transversal manner, as this promotes the emotional and social adaptation of gifted students [42]. In this regard, Ref. [3] indicate that socioemotional and self-regulation competencies in adolescents with high abilities can be effectively enhanced through structured experiential learning. Furthermore, Ref. [45] suggest incorporating education in the fine arts and art therapy, as well as music or dance, alongside well-organized school dynamics and activities within educational plans, to strengthen resilience, self-regulation, and coping skills in gifted youth, thereby promoting their emotional well-being and preparedness for future challenges [42].

Some authors have designed extracurricular programs aimed at fostering resilient skills in gifted adolescents from disadvantaged environments. This is the case of [25], who developed a program structured around three main areas: internal strengths, focused on stimulating coping skills; external support, referring to the family and social support perceived by the student; and social and interpersonal skills, related to self-control and positive thinking. The workshop proposed by these authors centers on stimulating these skills, identifying them as protective factors in complex situations.

The workshop was implemented over nine sessions, always led by the same instructor who acted as a mediator. Both individual and group activities were conducted, and each session followed a consistent structure: group dynamics to promote cohesion, development of the activities, and final reflection and evaluation. The practical sessions addressed the targeted skills described above. The authors reported the program’s effectiveness in enhancing internal coping strategies, interpersonal relationships, and group cohesion, recognizing that external agents serve as a protective factor. However, they found inconsistent benefits regarding the development of positive thinking and self-control skills.

And that of [46], who designed a psychoeducational program on resilience aimed at gifted adolescents, constituting a theoretically grounded proposal based on evidence gathered from a previous systematic review, complemented by needs analysis conducted with school counselors. As part of this process, the researchers identified eight core topics that should be addressed in an intervention for gifted adolescents: emotional awareness and regulation, which was the most requested topic; self-regulation and career planning; coping with stressful life events; self-knowledge; social awareness and interaction; characteristics associated with high abilities; and thinking processes.

Moreover, other programs focus on addressing the needs surrounding students with high abilities through their broader context, particularly through family guidance programs, such as the one described by [28]. These programs are essential for transforming initial parental uncertainty into parental competence, equipping families with the skills to validate emotions, manage pressure, and advocate for their children’s educational needs.

A strengthened environment of this kind enables students to reinterpret failure, regulate self-imposed demands, and develop authentic social connections. An example of this is the intervention proposal entitled “Cultivating Passionately Curious Minds,” which is primarily aimed at primary school students and is based on a multidisciplinary and systemic approach, with the aim of addressing the diversity of situations that may arise for this type of student and their family. The program is structured into four modules, each with specific objectives:

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Module I: “Knowing to Understand” (Introductory)—Addresses general questions about giftedness.

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Module II: “Family Connection Period”—Analyzes the importance of parenting styles and sibling relationships, focusing on interactions within the family.

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Module III: “Resilience: Key to Optimal Development”—Works with families on knowledge and strategies that foster resilience and participants’ physical and psychological well-being in adverse situations.

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Module IV: “Beyond the Gift”—Addresses measures to enhance family or caregiver well-being, emphasizing socioemotional relationships and their relevance in resolving problematic situations.

Each module is organized into sessions, with different activities carried out in every session. The program aims to respond to the challenges and gaps experienced by families of gifted children, promoting functional family dynamics, a safe environment, and resilience education as a protective factor. The authors conclude that family counseling is necessary in this context, as its implementation allows families not only to better understand the characteristics of gifted students but also to strengthen family bonds and provide tools to promote the holistic well-being and resilience of children in the face of difficulties.

In the same vein, the DREAM program (Developing Resilience through Emotions, Attitudes, and Meaning), originally developed by [47], is presented as a psychoeducational and socioemotional intervention specifically designed for gifted children and their families. This program is grounded in the Second Wave Positive Psychology approach and REAL theory (Rational Emotive Attachment Logotherapy). It also employs playful and creative methodologies, such as songs, crafts, dramatizations, and games, through which skills in emotional regulation, socioemotional literacy, and agency over thoughts and behaviors are taught. As a result, the authors demonstrate that the program’s implementation leads to improvements in resilience (hope, positive self-concept, openness to learning), as well as significant reductions in both internalized and externalized mental health symptoms.

Thus, Ref. [42] emphasize the importance of including leisure time, as well as relaxation or meditation exercises within the family, since family programs can help parents understand the needs of their gifted children and provide appropriate education, while maintaining high expectations regarding their academic performance and achievement [33]. Equally important is the role of teachers, whose specific training in developing emotional, resilient, problem-solving, conflict management, and coping skills—particularly in an individualized manner through mentoring practices with these students—is essential [42].

In conclusion, despite the importance of intervention programs and strategies that address areas such as the psychosocial and emotional development of gifted students, current offerings remain limited, as does specialized training for teachers in this area [3,48]. As a result, some families and teachers may not feel adequately prepared to respond effectively to the diverse socio-emotional needs of these children and adolescents. Therefore, the development of targeted programs and opportunities for both family and teacher training could help promote more inclusive and responsive environments.

4. Conclusions and Educational Implications for the Development of Resilience in Students with High Abilities

This study has focused on analyzing the emotional and resilience-related characteristics of a specific profile of students—those with high abilities—from a holistic perspective, identifying not only the protective factors or strengths of this group (both cognitive and emotional), but also the risk factors they may face. In this regard, the environment surrounding these students is considered a key element in preventing and/or intervening in the difficulties or challenges they may encounter. This approach represents a contribution to the scientific field, as the current scientific literature on the topic addressed in this work suggests that resilience in students with high abilities constitutes a dynamic and complex process. These students are not exempt from experiencing various vulnerabilities, particularly socio-emotional ones, and under certain circumstances, their potentially heightened sensitivity and/or asynchronies across different areas of development may increase their exposure to risk factors.

Nonetheless, when personal factors—such as intelligence, motivation, well-developed coping strategies, perseverance, and adequate emotional regulation, among others—converge with an enriched, supportive, and contextually sensitive socio-familial and cultural environment, both the optimization of their high potential and the emergence of resilient processes are facilitated. In this regard, it is confirmed that high abilities can serve as a significant protective factor, particularly when supported by inclusive, stimulating, and balanced environments.

Consequently, promoting resilience in students with high abilities requires comprehensive interventions that balance both cognitive and socio-emotional development. Educational programs and strategies aimed at this goal should incorporate, among other approaches, emotional education, mentoring, flexible groupings, and opportunities for shared enrichment with peers who have similar interests or experiences. However, the scarcity of such initiatives, particularly those targeting the enhancement of students’ socio-emotional skills, underscores the need to continue designing, implementing, and evaluating specific programs that strengthen the socio-emotional and resilience competencies of these students. Additionally, specialized teacher training is essential to ensure that their needs are adequately addressed.

Likewise, it is necessary to promote systematic processes of awareness and guidance for families regarding resilience in students with high abilities, with the aim of ensuring a coherent, tailored, and needs-based educational response. This is justified insofar as the support and guidance provided by key adult figures in their environment constitute critical contextual variables that significantly influence their cognitive and socio-emotional dimensions, as well as the development of resilient competencies.

Finally, in light of the foregoing, it is essential to adopt an inclusive and long-term sustainable perspective, in which the objective is not limited solely to promoting academic achievement, but prioritizes the holistic well-being of students with high abilities, given the multidimensional nature of their personal and socio-emotional development. This approach should address these developmental dimensions in an integrated manner, fostering balanced educational trajectories and consolidating resilient competencies that are enduring, transferable, and applicable across different contexts throughout the lifespan.

Accordingly, as discussed throughout the article, the gaps identified in the scientific literature are related to the development, implementation, and evaluation of the appropriateness of intervention proposals aimed at fostering the emotional and resilience-related skills of this profile of students with high abilities, particularly within a classroom context during regular school hours. Such initiatives would promote the development of these skills in a contextualized and inclusive manner, facilitating the establishment of positive interpersonal relationships and affective bonds between these students and their peers.

Furthermore, the development of programs aimed at families is essential in order to raise their awareness and, above all, to provide them with appropriate training on how to foster healthy affective bonds with their children, manage the expectations they hold regarding their children’s performance and emotional functioning, and achieve a deeper understanding of the internal experiences that these children and adolescents face when confronted with adversity.