Abstract
The aim of this study was to analyze the contribution of the educational practices of parents and teachers in the development of resilience in children. The sample included 417 children, 199 teachers, 111 mothers and 80 fathers of a rural setting of low socioeconomic level. It was an explanatory, cross-sectional study, with a correlational analysis. The girls showed higher levels of generosity, diligence and overall resilience compared to boys. Mothers tended to practice acceptance and support, assertion of power, withdrawal of affection and harsh parenting more than fathers. Teachers also exercised these practices but to a lesser extent than two parents. Acceptance by parents and teachers, parental monitoring and teacher affirmation of power, were variables that weighed significantly in explaining resilience in children. It's important to design intervention strategies within the family and school's context from a young age, to help children develop resilience, taking into account the crucial role of parents and teachers in this process.
Keywords:
Education; resilience; children.
