Prerpints.org logo
Preprint
Review

This version is not peer-reviewed.

Environmental Management for Raising Resilient Kids: A Practical Guide for Parents, Educators, and Professionals

Submitted:

07 December 2025

Posted:

09 December 2025

You are already at the latest version

Abstract
Resilience in children represents far more than simply recovering from difficult experiences. It encompasses the ability to face adversity, adapt to changing circumstances, and develop constructively despite encountering significant challenges. For a child, resilience means possessing the emotional tools, cognitive flexibility, and social connections necessary to navigate life's inevitable difficulties.The concept of resilience has evolved significantly since its formal introduction to psychological literature. Early definitions focused narrowly on the absence of negative outcomes, but contemporary understanding recognizes resilience as a dynamic process. It is not a fixed trait but rather a collection of capacities that can be developed, strengthened, and refined throughout childhood and beyond.When we speak of resilient children, we refer to those who demonstrate the capacity to maintain emotional stability when facing stress, adapt their thinking and behavior when circumstances change, seek help when needed, and ultimately emerge from difficult periods with their sense of self intact and often strengthened by the experience. These children are not immune to suffering or disappointment; rather, they possess the capacity to navigate both effectively.
Keywords: 
resilience
;  
children
;  
experiences
;  
ability
;  
challenges
Subject: 
Public Health and Healthcare  -   Public Health and Health Services

CHAPTER 1

1. Understanding Resilience in Children

Foundations and Developmental Perspectives

Historical Development of Resilience Theory

The study of resilience emerged from an important shift in psychological research during the latter part of the twentieth century. Researchers began questioning why some children thrived despite exposure to significant adversity while others struggled. This fundamental inquiry led to the development of resilience as a distinct area of scientific inquiry.
Emmy Werner's longitudinal study of children born in 1955 on the island of Kauai, Hawaii, provided the foundation for modern resilience research[1]. Following 698 children from infancy into adulthood, Werner discovered that approximately one-third of the children who faced multiple risk factors—including poverty, parental mental illness, and family instability—developed into competent, caring, and confident individuals. These resilient children shared common characteristics: they formed secure attachments with at least one caring adult, developed effective problem-solving skills, and benefited from community connections and opportunities.
Subsequent researchers, including Norman Garmezy and Michael Rutter, expanded upon Werner's findings[2,3]. Their work demonstrated that resilience was not merely the absence of negative outcomes but rather represented a complex interplay between individual characteristics, family dynamics, and environmental factors. This ecological perspective revolutionized how professionals understood and approached the development of resilience in children.

Key Components of Resilience

Research consistently identifies several core components that together constitute resilience in children:
Emotional Regulation forms the foundation of resilience. The capacity to recognize, understand, and appropriately manage one's emotions enables children to experience distress without being overwhelmed by it, to express feelings constructively, and to shift their emotional state when circumstances warrant. A child with strong emotional regulation can tolerate frustration, can ask for help when needed, and can maintain perspective during difficult moments.
Self-Efficacy and Confidence constitute the child's belief in their ability to influence outcomes and solve problems. Children who believe they can do something when they try demonstrate greater resilience. This self-belief, grounded in past experiences of successfully navigating challenges, provides the motivation to persist when difficulties arise. Parents and teachers build self-efficacy through providing appropriate challenges, offering specific support, and celebrating effort and improvement.
Problem-Solving Ability enables children to identify problems, generate potential solutions, evaluate options, and implement plans. This competence builds confidence and reinforces resilience by placing children in an active rather than passive role in addressing challenges. Children who approach problems with a sense that solutions exist, who can think through options, and who can evaluate consequences demonstrate greater resilience.
Social Connectedness represents the meaningful relationships children develop with family members, peers, teachers, and community members. These connections provide both practical support and emotional encouragement during difficult times. A child who feels genuinely connected to others is more likely to seek help when needed and feels less isolated when facing challenges. Research emphasizes that even one secure, supportive relationship can profoundly influence child resilience.
Adaptability and flexibility enable children to adjust their thinking, expectations, and approaches in response to changing circumstances. Rather than rigidly adhering to one approach, resilient children demonstrate cognitive and behavioral flexibility. They can modify their strategies, can accept that some situations cannot be controlled, and can find alternative ways to achieve their goals.
Sense of Purpose helps children understand their values, set meaningful goals, and perceive significance in their lives. This purpose serves as an anchor during difficult periods, reminding them of what matters and motivating persistence. Even young children can develop purpose through having meaningful responsibilities, through discovering talents and interests, and through understanding that their actions matter.

Resilience Across Developmental Stages

The expression of resilience and the factors that support it vary significantly across childhood. Understanding these developmental differences is essential for parents, educators, and other adults who support children's growth.

Infancy and Early Toddlerhood (Birth to 24 Months)

During these earliest years, resilience develops primarily through the establishment of secure attachment relationships[4]. Infants whose caregivers respond consistently and sensitively to their needs develop a fundamental sense of trust and security. This secure base becomes the foundation for all future resilience. The consistency of care, the caregiver's emotional attunement, and the provision of both comfort and appropriate challenges during this period establish early resilience patterns.
A responsive caregiver who notices when the infant is hungry and feeds them, who responds to the infant's cries with investigation and comfort, who provides safe opportunities for exploration while maintaining safety—this caregiver helps the infant develop the conviction that their needs matter and that help is available. This fundamental security becomes the wellspring from which later resilience develops.

Early Childhood (Ages 2-5 Years)

As children develop language and early cognitive skills, resilience becomes increasingly associated with developing autonomy and competence. The resilient young child is one who can explore their environment with appropriate confidence, tolerate minor frustrations, and respond to gentle guidance. During this stage, resilience develops through experiences of mastery in manageable challenges, warm and secure relationships, and opportunities to develop early problem-solving and social skills.
A young child who manages to put on their shoes despite initial difficulty, who learns to ask for help with frustration rather than only crying, who discovers they can make someone laugh—these experiences build competence and confidence. When adults provide opportunities for such experiences and respond warmly and supportively to both successes and struggles, they support the child's developing resilience.

Middle Childhood (Ages 6-11 Years)

The expansion of children's social worlds beyond the family marks this developmental period as crucial for resilience. School experiences become particularly influential. Resilience becomes increasingly connected to academic competence, peer relationships, and developing competence in areas of personal interest. Children who experience success in academic or extracurricular activities, who develop genuine friendships, and who have at least one adult outside the family who believes in them show enhanced resilience during this period[5].
During middle childhood, a child might discover they can write well, or solve math problems, or make the soccer team. These experiences of competence in domains they value provide evidence of capability. When adults provide encouragement, when they help children develop skills, and when they celebrate their growing competence, they support resilience development.

Adolescence (Ages 12-18 Years)

Adolescent resilience takes on new dimensions as teenagers navigate identity formation, increased autonomy, and peer influence[6]. Resilient adolescents maintain connections with caring adults while developing appropriate independence, maintain values aligned with their family's teachings while developing their own perspectives, and can resist negative peer pressure while maintaining meaningful peer relationships. The ability to seek help despite the adolescent desire for autonomy becomes particularly important during this stage.
A resilient adolescent might hold onto family values about honesty even when peers encourage dishonesty, might maintain connection with a parent despite increasing independence, might have the courage to speak up about their needs in relationships. Supporting this resilience requires adults who offer guidance without control, who maintain boundaries while respecting increasing autonomy, and who remain connected even as adolescents appear to pull away.

CHAPTER 2

2. Factors Influencing Resilience in Children

Individual, Family, and Environmental Determinants

Individual Factors Contributing to Resilience

Each child enters the world with unique constitutional factors that influence how they respond to life's challenges. While these factors do not determine a child's resilience, they significantly contribute to the foundation upon which resilience develops[7].

Temperamental Characteristics

Research in temperament has identified consistent patterns in how children respond to their environment. Children with easier temperaments—those who show moderate activity levels, adapt relatively quickly to new situations, and display generally positive moods—often find the development of resilience somewhat easier. However, children with more challenging temperaments, such as those who are highly sensitive, more intense in their reactions, or slower to adapt, develop resilience through different pathways.
The key insight for parents and educators is that all temperamental types can develop resilience. What differs is the type of support and structure that helps. A highly sensitive child may develop resilience through opportunities to process emotions deeply and through having a calm, predictable environment. A highly active child may develop resilience through physical outlets and clear boundaries that allow for appropriate expression of their energy.

Cognitive Abilities

The child's developing cognitive abilities significantly influence resilience[8]. Children who develop strong problem-solving skills, who can think flexibly about situations, and who can anticipate consequences of their actions typically show greater resilience. These cognitive capacities enable them to approach challenges creatively, learn from mistakes, and adjust their strategies when initial attempts prove unsuccessful.
Importantly, cognitive abilities are not fixed or solely determined by intelligence testing. Through education, practice, and deliberate experience, children can develop stronger problem-solving approaches, more flexible thinking, and improved ability to anticipate consequences. Adults who model these cognitive approaches and provide children with opportunities to practice them support the development of these resilience-supporting capacities.

Physical Health and Development

A child's physical health influences their resilience. Children who experience chronic health challenges, developmental delays, or significant physical limitations face additional stressors that can complicate resilience development. Conversely, children who experience good physical health, achieve developmental milestones within expected ranges, and develop adequate physical skills have fewer barriers to resilience.
However, children who experience health challenges or disabilities can and do develop strong resilience. What matters is that they receive appropriate medical care, realistic expectations, opportunities to develop competence within their abilities, and social support that acknowledges both their challenges and their strengths.

Family Factors and Parenting Influences

The family represents the primary context in which resilience develops during childhood. The quality of family relationships, the parenting approaches used, and the family's management of resources and challenges significantly influence children's resilience[9].

Parental Warmth and Sensitivity

The emotional climate created by parents profoundly influences child resilience. Parents who demonstrate warmth—who express affection, show genuine interest in their children's experiences, and communicate their pride in their children's efforts—create a secure emotional foundation. This parental warmth communicates to children that they are valued and worthy of care, a message that becomes internalized as children develop their own self-concept.
Parental sensitivity—the ability to accurately perceive a child's needs and respond appropriately—works in concert with warmth to support resilience. A sensitive parent recognizes when a child is overwhelmed and provides comfort, recognizes when a child is ready for a challenge and provides appropriate support for that challenge, and recognizes when a child needs to struggle with a difficulty independently to build competence.

Consistency and Predictability

Children develop resilience more readily in environments where expectations are clear and consistent, where rules apply fairly, and where the responses of caregivers are generally predictable. Consistency does not mean rigidity; rather, it means that children can generally anticipate how their parents will respond and can understand the reasons behind family guidelines.
When family routines are disrupted, when parental responses are unpredictable, or when rules change arbitrarily, children experience additional stress that taxes their developing capacity for resilience. The child who cannot predict whether a particular behavior will result in support or rejection, understanding or punishment, faces challenges in developing both emotional regulation and appropriate help-seeking behavior.

Environmental and Social Factors

Children's resilience is significantly shaped by the broader environment in which they live—their schools, communities, and the social structures available to them[10].

Quality of Schooling and Educational Support

Schools represent a major environment for children during most of their childhood. Schools that provide evidence-based instruction, that create safe and welcoming environments, and that recognize and support individual student strengths and challenges promote resilience. Teachers who believe in their students' capacity to learn and grow, who provide both appropriate challenges and support, and who maintain positive relationships with students become significant figures in children's resilience development.
Conversely, schools characterized by academic pressure without adequate support, by bullying or discrimination, or by dismissal of students' individual needs can undermine resilience. The experience of academic struggle without support, of social rejection, or of discrimination based on any characteristic creates additional stressors that tax children's coping resources.

Community Resources and Social Capital

Communities vary in the resources available to families and children. Access to quality healthcare, recreational opportunities, educational enrichment, mental health services, and safe gathering places all contribute to the environmental support for resilience. Communities with strong social networks, where neighbors know and help one another and where there are established mechanisms for mutual support, provide additional buffers against adversity.
However, resilience can develop in communities with limited resources when those communities have strong relational bonds, when there is effective leadership, and when people work together toward common goals. The availability of resources matters, but the presence of social capital—the connections and reciprocal relationships within a community—may matter even more[11].

CHAPTER 3

3. Building Blocks of Resilience

Protective Factors and Their Impact

Understanding Protective Factors

Protective factors are characteristics, conditions, or experiences that increase the likelihood that a child will develop resilience despite exposure to adversity. These factors work like a buffer, reducing the impact of risk and helping children bounce back from challenges[12].
Importantly, protective factors are not simply the opposite of risk factors. Rather, they actively reduce harm and promote positive development. For example, while poverty represents a risk factor, adequate family income alone is not necessarily protective; what matters is what families do with adequate income and the opportunities it allows.

Major Protective Factors

Secure and Nurturing Attachment Relationships

The presence of at least one adult who loves the child unconditionally, who provides both support and appropriate expectations, and who remains consistently available forms perhaps the most fundamental protective factor[13]. Research repeatedly demonstrates that children who have at least one adult who believes in them, who provides guidance, and who expresses genuine care are significantly more likely to develop resilience.
This attachment figure may be a parent, grandparent, other relative, teacher, coach, or community member. What matters is the consistency of care, the child's sense of being valued by this person, and the presence of appropriate support during difficult times. Even for children whose parents are unable to provide this secure base, the presence of another caring adult can profoundly influence resilience development.

Development of Competence and Mastery

Children who experience success in areas they value—whether academics, sports, arts, community service, or other pursuits—develop confidence in their ability to influence outcomes[14]. These experiences of competence and mastery provide tangible evidence that they can learn, can improve, and can accomplish meaningful things.
Adults support this protective factor by providing age-appropriate challenges, by teaching specific skills needed to succeed at those challenges, by celebrating effort as well as outcomes, and by helping children learn from failures without shame or abandonment.

Emotional Literacy and Regulation Skills

Children who understand emotions—their own and others'—and who have developed skills for managing strong feelings demonstrate greater resilience. These skills include the ability to identify what they are feeling, to understand what triggered that feeling, to choose appropriate responses, and to seek help when feelings become overwhelming[15].
Parents and educators promote emotional literacy by naming and validating children's emotions, by modeling healthy emotion management, by teaching specific skills for calming the nervous system, and by maintaining acceptance of children's full range of emotions while setting limits on harmful behaviors.

Problem-Solving and Critical Thinking Skills

Children who approach problems with a sense that solutions exist, who can think through options, and who can evaluate consequences demonstrate greater resilience. These cognitive skills can be systematically taught and strengthened through practice and adult guidance[16].
Adults support the development of these skills by stepping back and allowing children to grapple with problems, by asking questions that promote thinking rather than providing immediate solutions, by modeling effective problem-solving approaches, and by celebrating creative thinking.

Positive and Supportive Social Relationships

Beyond attachment relationships with adults, friendships and peer relationships provide important protective factors. Children who have at least one genuine friend, who feel accepted by their peer group, and who have opportunities for positive social interaction demonstrate greater resilience[17].
Adults support this protective factor by facilitating opportunities for peer interaction, by teaching and modeling social skills, by helping children navigate conflicts, and by maintaining acceptance of the child despite social struggles.

Sense of Purpose and Future Orientation

Children who can envision a positive future, who have goals they care about, and who perceive meaning in their lives demonstrate greater resilience. Even young children can develop this sense of purpose through having meaningful responsibilities, through developing talents, and through understanding that their actions matter[18].
Adults support this protective factor by helping children identify their interests and strengths, by providing meaningful responsibilities, by discussing hopes and dreams, and by connecting children's current actions to future possibilities.

CHAPTER 4

4. Risk Factors and Vulnerabilities

Understanding Obstacles to Resilience

The Nature of Risk Factors

Risk factors are characteristics, conditions, or experiences that increase the likelihood that a child will experience negative outcomes. Important to understand is that risk factors do not determine outcomes; rather, they increase vulnerability. Children exposed to significant risk factors can and do develop resilience, particularly when protective factors are also present[19].

Categories of Risk Factors

Chronic Adversity and Trauma

Children exposed to abuse, neglect, violence, or other forms of trauma face significant challenges to resilience[20]. The impact of trauma is not limited to the incident itself; rather, trauma can fundamentally alter how children perceive the world, understand relationships, and regulate their emotions. Children who have experienced betrayal of trust by a caregiver face particular difficulty in forming secure attachments, which impacts their access to the most fundamental protective factor.
Importantly, children who have experienced trauma can develop resilience with appropriate support[21]. Trauma-informed care that acknowledges the impact of trauma, that provides safety and stability, and that supports processing of traumatic experiences can help children move toward healing and renewed resilience.

Socioeconomic Adversity

Poverty and economic instability create multiple stressors for children and families. Limited income restricts access to quality healthcare, nutritious food, safe housing, educational opportunities, and enrichment experiences. Additionally, the stress that parents experience managing financial pressures can affect their capacity to provide the warmth, consistency, and engagement that support child resilience.
However, many children raised in poverty develop strong resilience[22]. What matters is that despite economic limitations, families maintain structure, provide emotional support, and access whatever resources are available. Communities that support families, schools that believe in poor children's potential, and the presence of mentors who provide guidance become especially important in these circumstances.

Family Dysfunction and Instability

Children whose parents are struggling with mental illness, substance use, or whose family is marked by conflict, abuse, or frequent disruption face challenges to developing resilience. These circumstances often mean that children cannot rely on parents for the consistent support, guidance, and emotional security that support resilience.
However, children from such families develop resilience through connection with other adults, through learning to manage chaotic circumstances, and through developing compassion and understanding. Extended family members, teachers, coaches, and other community members often become crucial protective figures for children in these situations.

Social Rejection and Discrimination

Children who experience bullying, social rejection, or discrimination based on any characteristic—race, ethnicity, gender identity, sexual orientation, disability, or other factors—face significant threats to resilience[23]. Social exclusion threatens fundamental human needs for belonging and acceptance.
Yet children who experience discrimination often develop remarkable resilience. Connection to cultural community, to others with shared experience, and to adults who affirm their identity despite societal discrimination become crucial protective factors.

Academic Struggle

Children who consistently experience academic failure face threats to self-efficacy and to their sense of hope about the future. Persistent academic struggle can lead to disengagement, to feelings of hopelessness, and to decreased resilience.
However, when academic struggles are met with appropriate teaching, with belief in the child's capacity to learn, and with celebration of effort and improvement, children maintain hope and continue to engage. A single teacher who believes in a struggling student's potential can make a significant difference.

CHAPTER 5

5. Family Dynamics and Parenting Approaches

Creating Home Environments That Foster Strength

The Family as the Primary Context for Resilience

The family system provides the foundation for child development and the primary context for resilience development[24]. While it is true that other contexts such as schools and communities influence resilience, the family's role remains central. The daily interactions within the family, the ways problems are addressed, the emotional climate maintained, and the values communicated shape children's developing capacity for resilience.

Parenting Approaches That Support Resilience

Authoritative Parenting

Research consistently identifies authoritative parenting as most supportive of child resilience[25]. Authoritative parents combine warmth and acceptance with clear expectations and consistent boundaries. They explain their reasoning, listen to their children's perspectives, and help children understand the connections between behavior and consequences.
Authoritative parenting differs from permissive parenting (which provides warmth but insufficient structure) and from authoritarian parenting (which provides structure but insufficient warmth). It also differs fundamentally from neglectful parenting, which provides neither adequate warmth nor structure. The authoritative approach respects children's developing autonomy while maintaining appropriate guidance and supervision.

Active Listening and Emotional Validation

Parents who listen carefully to their children's experiences and who validate their feelings—while still maintaining appropriate boundaries and expectations—create an environment where children feel understood and accepted. A parent might say, "I can see you're really upset about this. Your feelings make sense to me," before addressing any necessary consequences or problem-solving.
Validating feelings does not mean approving all behaviors. A parent might continue: "I understand you're angry, and your anger is reasonable. However, we don't hit others when we're angry. Let's think about what you could have done instead."

Teaching Problem-Solving and Decision-Making

Parents support resilience by involving children in solving problems that affect them. Rather than automatically providing solutions, parents ask questions that guide children toward their own solutions: "What do you think would happen if you did that?" "Are there any other ways to handle this?" "What do you think would work best?"
This approach means tolerating some inefficiency and some mistakes, but it builds the problem-solving capacity and confidence that constitute resilience. When children make mistakes while problem-solving, parents can help them analyze what happened and what they might do differently next time.

Modeling Resilience

Perhaps one of the most underestimated parenting strategies is the modeling of resilience by parents themselves[26]. Children observe how their parents respond to challenges, to mistakes, to disappointments. Do parents express only discouragement, or do they also problem-solve and persist? Do parents admit mistakes and learn from them, or do they deny them? Do parents seek help when needed, or do they suffer silently?
Parents who acknowledge their own challenges, who express determination to work through difficulties, who seek help appropriately, and who maintain hope despite setbacks model the resilience they hope to foster in their children.

Managing Family Challenges While Supporting Resilience

Supporting Children Through Family Transitions

Many children experience family transitions such as divorce, remarriage, relocation, or the introduction of stepfamily members. While these transitions create stress, they need not undermine resilience if families manage them thoughtfully[27].
Helpful approaches include maintaining open communication about the transition, reassuring children of both parents' ongoing love and involvement, minimizing conflict in the child's presence, maintaining consistent routines when possible, and acknowledging the legitimacy of children's complex feelings about the transition.

Addressing Parental Stress and Mental Health

Parental stress and mental health challenges directly impact parents' capacity to provide the warmth, consistency, and engagement that support child resilience[28]. Parents dealing with depression, anxiety, or other mental health challenges often find that addressing these issues—through therapy, medication, lifestyle changes, or other interventions—improves not only their own functioning but also their parenting.
Similarly, parents managing significant stress benefit from support—whether from partners, family, friends, or professionals—that gives them opportunity to manage their own wellbeing while maintaining their parenting responsibilities.

CHAPTER 6

6. School and Community Contributions

Educational Settings and Social Support Systems

The School as a Context for Resilience Development

School represents one of the most important environments outside the family during childhood. Schools that actively support resilience create contexts where children experience academic success, develop meaningful relationships, and feel genuinely valued[29].

School Factors That Support Resilience

Teacher-Student Relationships

Research consistently demonstrates that students' perception that their teachers believe in their ability to succeed, that their teachers care about them as people, and that their teachers maintain high expectations while providing support is among the most important school factors influencing resilience[30].
Teachers support resilience through knowing their students as individuals, through expressing genuine interest in their lives and experiences, through recognizing and developing individual strengths, and through maintaining belief in students even when they struggle.

Positive School Climate

Schools where students feel safe, where diverse perspectives are respected, where community is built, and where there are clear, consistent, fairly enforced expectations create climates that support resilience. In such schools, students are more likely to engage academically, to develop friendships, and to feel they belong[31].
Conversely, schools characterized by fear, prejudice, inconsistent enforcement of rules, or tolerance of bullying create climates that undermine resilience, regardless of academic quality.

Academic Engagement and Success

Schools that engage students in meaningful learning, that adjust instruction to meet individual needs, and that celebrate learning effort as well as achievement support resilience. When students experience the satisfaction of increasing competence, when they understand the relevance of what they are learning, and when their efforts are recognized, they maintain engagement and confidence.

Bullying Prevention and Social Inclusion

Schools that actively prevent and address bullying, that create structures for inclusion of all students, and that provide support for students who are socially struggling contribute significantly to resilience. Programs that teach empathy, that build inclusive community, and that support students who are targets of bullying or social exclusion are particularly important[32].

Community Resources and Support Systems

Community Organizations and Programs

Beyond family and school, children benefit from involvement in community programs—sports teams, arts programs, youth organizations, religious communities, and other groups. These programs provide opportunities for skill development, for social connection, for mentoring, and for experiencing belonging to something larger than oneself[33].
For many children, community programs provide an important additional adult—a coach, director, or leader—who believes in them and supports their development. These relationships often become crucial for children whose families are struggling.

Mentorship and Natural Helpers

Many communities have individuals who, while not formal mentors, naturally take interest in young people's development[34]. These might be neighbors, family friends, or family members. Research on resilience highlights the importance of what some researchers call "natural helpers"—people who, without formal training or designation, provide guidance, support, and belief in young people's potential.

Access to Services

Communities that provide accessible healthcare, mental health services, educational support, and other resources enable families to address challenges early[35]. While access to services alone does not ensure resilience, the absence of needed services significantly impairs it.

CHAPTER 7

7. Emotional Intelligence and Self-Regulation

Teaching Children to Manage Their Inner World

The Foundations of Emotional Intelligence

Emotional intelligence—the capacity to recognize, understand, and appropriately respond to emotions in oneself and others—represents a crucial component of resilience[36]. Children with well-developed emotional intelligence are better able to manage stress, to navigate relationships, to solve problems, and to adapt to change.
Emotional intelligence is not something children are born with fully developed; rather, it develops gradually through experience and learning. Adults significantly influence children's developing emotional intelligence through how they name and discuss emotions, through how they respond to emotional expression, and through the modeling they provide of emotional management.

Components of Emotional Intelligence

Emotional Awareness

The ability to recognize what one is feeling represents the foundation of emotional intelligence[37]. Young children often cannot name their emotions; they simply act them out. Adults support developing emotional awareness by narrating children's emotional experiences: "You seem frustrated. Am I right?" "I notice you're smiling. Do you feel happy?" "That sounds sad."
Over time, children develop the ability to identify their own feelings with increasing accuracy and sophistication. By adolescence, young people can often describe the nuances of their emotional experience with considerable complexity.

Understanding Emotion Triggers

Beyond recognizing emotions, emotionally intelligent children develop understanding of what triggers their emotions and how different situations elicit different feelings. A child might come to understand that they feel frustrated when they cannot immediately master a new task, or that they feel anxious in large crowds, or that they feel angry when they perceive unfairness.
This understanding supports resilience by giving children some sense of predictability and control. Rather than emotions seeming to appear without warning, children begin to see patterns and connections.

Emotion Regulation Skills

Possessing a range of skills for managing emotions when they become overwhelming represents a key component of emotional intelligence. These skills might include deep breathing, progressive muscle relaxation, taking time in a calm space, engaging in physical activity, talking with someone trusted, creative expression, or other approaches[38].
Different skills work for different children and different situations. The emotionally intelligent child develops a toolkit of strategies and comes to understand which strategies work best for them in particular circumstances.

Empathy

The ability to recognize and appropriately respond to others' emotions represents another crucial component of emotional intelligence. Empathy involves both cognitive understanding—recognizing what someone might be feeling—and affective response—feeling moved by their experience[39].
Adults support developing empathy by modeling empathic responses, by asking children to consider what others might be feeling and why, and by valuing kindness and consideration of others' perspectives.

Teaching Self-Regulation in Children

Providing Structure and Predictability

Young children develop self-regulation more readily in environments where routines are consistent, where expectations are clear, and where transitions are manageable. Advance warnings before transitions, consistent bedtimes and mealtimes, and predictable daily structures all support developing self-regulation.

Co-Regulation as a Bridge to Self-Regulation

Before children can regulate their own emotions, they benefit from the regulation provided by trusted adults—what is called co-regulation[40]. A parent who stays calm while their child is upset, who provides comfort and presence, and who speaks soothingly helps the child's nervous system calm. Over repeated experiences of co-regulation, children gradually develop the ability to regulate themselves.

Teaching Specific Calming Strategies

Rather than expecting children to simply "calm down," adults can teach specific strategies: deep breathing (breathing in for a count of four, out for a count of six), progressive muscle relaxation (tensing and releasing different muscle groups), guided imagery, or other approaches. When children practice these strategies during calm times, they are more likely to be able to use them effectively during times of stress.

CHAPTER 8

8. Social Skills and Peer Relationships

Developing Connections That Strengthen Resilience

The Importance of Peer Relationships to Resilience

Beginning in middle childhood and becoming increasingly important during adolescence, peer relationships represent a crucial domain of children's lives[41]. Children who develop healthy friendships, who feel accepted by their peer group, and who develop strong social skills demonstrate greater resilience.
Peer relationships contribute to resilience in multiple ways. Friendships provide emotional support, opportunities for fun and enjoyment, contexts for developing social skills, and a sense of belonging. Additionally, peer experiences—including both positive interactions and navigation of conflicts—provide opportunities to practice problem-solving and resilience.

Social Skills That Support Resilience

Communication Skills

Children who can express themselves clearly, who listen to others, and who can adjust their communication based on context demonstrate stronger social competence[42]. These skills include both verbal communication—what they say and how they say it—and nonverbal communication—body language, eye contact, facial expressions.
Adults support developing communication skills by modeling clear communication, by providing specific feedback when children communicate effectively, and by teaching and practicing specific skills such as assertiveness or active listening.

Conflict Resolution

The ability to navigate disagreements without aggression or withdrawal represents an important social skill. Children benefit from learning specific steps for addressing conflicts: identifying the problem, listening to the other person's perspective, identifying possible solutions, evaluating solutions, and implementing one that both parties can accept.

Empathy and Perspective-Taking

Children who can understand and respond to others' perspectives and feelings navigate social situations more successfully[43]. Adults support developing these skills by modeling empathy, by discussing characters' perspectives in books or media, and by asking children to consider what others might be thinking or feeling.

Positive Peer Interaction Skills

Children who know how to initiate interactions with peers, how to join ongoing groups, and how to maintain friendships through sharing, taking turns, and supporting others develop stronger peer relationships. These skills can be taught explicitly and practiced.

Supporting Children's Social Development

Facilitating Peer Interaction

Adults support children's peer relationship development by providing opportunities for interaction—whether through neighborhood play, school situations, or organized activities—and by being available to support when children struggle with peer interaction.

Teaching Friendship Skills

Beyond providing opportunities, adults can explicitly teach friendship skills: how to make conversation, how to show interest in others, how to be a good friend, how to resolve disagreements, how to gracefully accept when someone doesn't want to be friends.

Addressing Peer Rejection and Social Struggles

When children experience peer rejection or social struggles, adults can provide support through helping them understand what went wrong, teaching specific skills they might be missing, providing practice and feedback, and maintaining their confidence that they can develop better peer relationships.

CHAPTER 9

9. Practical Strategies and Interventions

Evidence-Based Approaches to Building Resilience

Strategies for Parents

Creating Daily Rituals of Connection

Even 15 minutes of undivided attention to their child each day helps parents build the connection that supports resilience. This might be reading together, playing a game, taking a walk, or simply talking about the day. The key is genuine attention and engagement[44].

Celebrating Effort and Progress

Rather than focusing only on outcomes or innate ability, parents can deliberately recognize and celebrate the effort children expend and the progress they make. "I noticed you kept trying even though it was hard. That's what effort looks like" communicates powerful messages about the value of persistence and growth[45].

Problem-Solving Together

When children face problems, parents can invite them into problem-solving: "I notice you're struggling with this. What ideas do you have for solving this? Let's think about what might work." This approach develops the problem-solving skills that support resilience while also demonstrating confidence in the child's capacity to think through challenges.

Teaching Optimism

Without denying real difficulties, parents can help children develop more optimistic thinking patterns. When a child says "I'll never be good at math," a parent might respond: "You're frustrated about math right now. What specific part is hardest for you? Let's figure out a way to help you with that."[46]

Maintaining Perspective

Parents support resilience by helping children maintain perspective on challenges. A failed test is disappointing but not a measure of worth. A friendship conflict is upsetting but not necessarily the end of the friendship. An embarrassing moment is uncomfortable but will eventually be forgotten. Helping children see that specific events, while significant, do not define their entire life or future supports resilience.

School-Based Interventions

Social-Emotional Learning Programs

Programs that teach emotional awareness, social skills, responsible decision-making, and relationship skills have demonstrated positive impacts on student outcomes including academic performance, school behavior, and emotional wellbeing[47].

Mentoring Programs

Programs that connect students with caring adults outside the immediate school structure have demonstrated positive outcomes for students, particularly those at risk[48]. These mentoring relationships provide support, guidance, and belief in students' potential.

School-Based Counseling and Support Services

Access to school counselors and other support services helps students address emotional, social, and academic challenges before they become serious obstacles to learning.

Building Positive School Culture

Schools that intentionally build community, celebrate diversity, address bullying actively, and maintain high expectations while providing support for all students create climates where resilience thrives[49].

Community-Based Interventions

Youth Programs and Enrichment

Programs that provide opportunities for skill development, for positive peer interaction, and for mentoring by caring adults support resilience. These include sports programs, arts programs, youth organizations, and other community programs[50].

Family Support Programs

Programs that provide support to families—whether through parenting education, family counseling, or connecting families to resources—strengthen families' capacity to support children's resilience[51].

Community Building Initiatives

Initiatives that strengthen neighborhoods, that build community connections, and that provide support during crises strengthen the community context for resilience.

CHAPTER 10

10. Assessing Progress and Supporting Long-Term Development

Measuring Growth and Sustaining Change

Recognizing Signs of Growing Resilience

As adults work to support children's resilience, it helps to recognize signs of growth:
  • Increasing ability to handle frustration without becoming overwhelmed
  • More frequent seeking of help when needed rather than withdrawal
  • Developing strategies for managing emotions that they use consistently
  • Increased engagement in school or other activities
  • Expanding social relationships and deepening friendships
  • More optimistic self-talk and way of thinking about challenges
  • Increased willingness to tackle new or difficult tasks
  • Expressing confidence in ability to handle problems[52]
These signs indicate that the protective factors and interventions being used are having positive effects. While some days will be harder than others, and while challenges will continue to arise, these signs suggest that the child is developing greater capacity to navigate challenges.

Ongoing Assessment and Adjustment

Supporting children's resilience is not a one-time effort but an ongoing process of observation, assessment, and adjustment. Parents and educators benefit from regularly reflecting on questions such as:
  • What stressors is the child currently experiencing?
  • What protective factors are in place?
  • Are additional protective factors needed?
  • What skills or capacities might the child benefit from developing?
  • Is the current level of support appropriate, or does it need adjustment?
This ongoing reflection helps adults remain responsive to the child's changing needs and to adjust their approaches as circumstances change.

Long-Term Perspective and Sustaining Change

Developmental Perspective

Children's capacity for resilience continues to develop throughout childhood and into adulthood. What supports resilience at age five differs from what supports it at age fifteen. Adults can adjust their approach based on the child's developmental stage while maintaining the core elements of support and expectation[53,57,58,59,60,61,62,63,64,65,66,67,68,69,70,71,72,73,74,75,76,77,78,79,80,81,82,83,84,85].

Maintaining High Expectations

While providing support, adults also maintain high expectations for children's competence, growth, and contribution to their families and communities. Research on resilience indicates that children thrive when adults believe in their capacity and communicate that belief through consistent expectations and support[54].

Building on Strengths

Rather than focusing exclusively on addressing weaknesses or problems, an approach grounded in resilience theory emphasizes identifying and building on children's strengths[55]. Every child has strengths—interests, talents, personality characteristics that are positive. Building on these strengths creates a foundation for addressing areas needing development.

Creating Meaning from Adversity

Over time, as children develop resilience and process their experiences, many benefit from exploring how their experiences have shaped them, what they have learned, and what positive purposes they might serve. A child who has experienced family challenges might ultimately become someone who values and supports family relationships deeply. A child who has experienced illness might develop empathy for others facing health challenges[56].

Resilience as a Lifelong Process

Resilience is not a destination to reach but a process that continues throughout life. Children who develop strong resilience in childhood often continue to grow and develop this capacity into adulthood. The protective factors that support resilience—meaningful relationships, sense of purpose, access to resources, and belief in one's capacity to influence outcomes—remain important throughout the lifespan.
Adults who support children's resilience today are investing in their capacity to navigate the inevitable challenges and losses that come with being human. Perhaps more importantly, adults are communicating fundamental messages: "You are capable of handling difficulty. You are valued and cared for. Your life has meaning and purpose."
These messages, communicated through years of support, expectation, and belief, become internalized. They become part of how children see themselves and their capacity to meet life's challenges. This is the lasting gift of supporting resilience in children.

11. Conclusions

The development of resilience in children represents one of the most important contributions parents, educators, and communities can make. Resilience enables children not only to survive adversity but to grow through it, not only to recover from challenges but to develop deeper capacities as a result of meeting and overcoming them.
This book has explored the foundations of resilience, the multiple factors that influence its development, and the practical strategies that adults can employ to support resilience in the children in their lives. The research is clear: resilience can be developed, taught, and strengthened. While children bring different temperamental starting points and face different circumstances, all children can develop greater resilience through exposure to the protective factors that support it.
The responsibility for supporting children's resilience belongs not only to parents but to entire communities—to educators, to neighbors, to mentors, to policymakers who ensure access to resources and services, and to all adults who interact with children. When multiple adults and multiple systems align in supporting a child's resilience, the impact is profound.
As we look toward the future, investing in children's resilience represents an investment in more confident, capable, caring adults. It represents an investment in families that are stronger, in communities that are more connected, and in a society where people face inevitable challenges with the skills, support, and belief that they can not only endure but ultimately flourish.

References

  1. Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High-risk children from birth to adulthood. Cornell University Press.
  2. Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, 598-611.
  3. Garmezy, N. (1993). Children in poverty: Resilience despite risk. Psychiatry, 56(1), 127-136. [CrossRef]
  4. Siegel, D. J., & Hartzell, M. (2003). Parenting from the inside out. Bantam.
  5. Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238.
  6. Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools and policy. NASSP Bulletin, 78(562), 12-19.
  7. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  8. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  9. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95. [CrossRef]
  10. Sampson, R. J., Morenoff, J. D., & Earls, F. (1999). Beyond social capital: Spatial dynamics of collective efficacy for children. American Sociological Review, 64(5), 633-660.
  11. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. Simon & Schuster.
  12. Fraser, M. W. (1997). Risk and resilience in childhood: An ecological perspective. NASW Press.
  13. Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. Guilford Press.
  14. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  15. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam.
  16. De Bono, E. (1999). Six thinking hats (Revised ed.). Back Bay Books.
  17. Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 571-645). John Wiley & Sons.
  18. Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7(3), 119-128. [CrossRef]
  19. Cicchetti, D. (1993). Developmental psychopathology: Reactions, reflections, projections. Developmental Review, 13(4), 471-502. [CrossRef]
  20. van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
  21. Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15(1), 1-18. [CrossRef]
  22. Brooks, R., & Goldstein, S. (2001). Raising resilient children: Fostering strength and hope in your child. McGraw-Hill.
  23. Paley, V. G. (1992). You can't say you can't play. Harvard University Press.
  24. Carter, B., & McGoldrick, M. (2005). The expanded family life cycle: Individual, family, and social perspectives (3rd ed.). Allyn & Bacon.
  25. Baumrind, D. (1991). Parenting styles and adolescent development. Encyclopedia of Adolescence, 2, 746-758.
  26. Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
  27. Wallerstein, J. S., Lewis, J. M., & Blakeslee, S. (2000). The unexpected legacy of divorce: A 25 year landmark study. Hyperion.
  28. Murray, L., de Rosnay, M., Pearson, J., Bergman, K., Schofield, E., Sharpley, A. L., & Cooper, P. J. (2006). Parenting difficulties and postnatal depression: Their relationship to one another and to infant development. Journal of Child Psychology and Psychiatry, 47(3-4), 312-319.
  29. Henderson, N., & Milstein, M. M. (2003). Resiliency in schools: Making it happen for students and educators (Revised ed.). Corwin Press.
  30. Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships as a source of support during the transition to school. Early Education and Development, 17(2), 61-85.
  31. Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. [CrossRef]
  32. Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology of Violence, 3(2), 100-160. [CrossRef]
  33. Lerner, J. V., Phelps, E., Forman, Y., & Bowers, E. P. (2009). Positive youth development. John Wiley & Sons.
  34. Zimmerman, M. A., Bingenheimer, J. B., & Notaro, P. C. (2002). Natural mentors and adolescent resiliency: A study with urban youth. American Journal of Community Psychology, 30(2), 221-243. [CrossRef]
  35. Hoagwood, K. E., & Olin, S. S. (2002). The NIMH blueprint for change: Research on child and adolescent mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 41(12), 1373-1375.
  36. Sternberg, R. J. (1996). Successful intelligence: How practical and creative intelligence determine success in life. Simon & Schuster.
  37. Denham, S. A. (1998). Emotional development in young children. Guilford Press.
  38. Gross, J. J., & Muñoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2(2), 151-164.
  39. Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51, 665-697. [CrossRef]
  40. Gee, D. G., Gabard-Durnam, L., Telzer, E. H., Humphreys, K. L., Goff, B., Shapiro, M., ... & Tottenham, N. (2014). Maternal buffering of human amygdala-prefrontal circuitry during childhood but not during adolescence. Psychological Science, 25(11), 2067-2078. [CrossRef]
  41. Kupersmidt, J. B., & Coie, J. D. (1990). Preadolescent peer status, aggression, and school adjustment as predictors of externalizing problems in adolescence. Child Development, 61(5), 1350-1362. [CrossRef]
  42. Yeung, A. S., & Leadbeater, B. J. (2007). Does insecure attachment to parents in early adolescence predict depressive symptoms in the transition to young adulthood? The role of other relationships. Journal of Youth and Adolescence, 36(3), 270-281.
  43. Warneken, F., & Tomasello, M. (2009). The roots of human altruism. British Journal of Psychology, 100(3), 455-471. [CrossRef]
  44. Ginott, H. G., Ginott, A., & Goddard, H. W. (2003). Between parent and child. Three Rivers Press.
  45. Dweck, C. S. (2008). Mindset: The new psychology of success. Ballantine.
  46. Seligman, M. E. P. (1990). Learned optimism: How to change your mind and your life. Knopf.
  47. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Clinical Psychology Review, 52, 26-38. [CrossRef]
  48. Rhodes, J. E. (2008). Improving youth mentoring interventions through research-based practice. American Journal of Community Psychology, 41(1-2), 35-42. [CrossRef]
  49. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate research, policy, practice and teacher education. Teachers College Record, 111(1), 180-213. [CrossRef]
  50. Roth, J. L., & Brooks-Gunn, J. (2016). Evaluating youth development programs: Progress and promise. Applied Developmental Science, 20(3), 188-202. [CrossRef]
  51. Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36(4), 567-589. [CrossRef]
  52. Haggerty, R. J., Sherrod, L. R., Garmezy, N., & Rutter, M. (Eds.). (1994). Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. Cambridge University Press.
  53. Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1-19. [CrossRef]
  54. Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. Jossey-Bass.
  55. Wolin, S., & Wolin, S. (1993). The resilient self: How survivors of troubled families rise above adversity. Villard.
  56. Calhoun, L. G., & Tedeschi, R. G. (2006). Handbook of posttraumatic growth: Research and practice. Lawrence Erlbaum Associates.
  57. Munot, N., Kandekar, U., Rikame, C., Patil, A., Sengupta, P., Urooj, S., et al. (2022). Improved mucoadhesion, permeation and in vitro anticancer potential of synthesized thiolated acacia and karaya gum combination: A systematic study. Molecules, 27, 6829. [CrossRef]
  58. Munot, N., Kandekar, U., Giram, P. S., Khot, K., Patil, A., & Cavalu, S. (2022). A comparative study of quercetin-loaded nanocochleates and liposomes: Formulation, characterization, assessment of degradation and in vitro anticancer potential. Pharmaceutics, 14, 1601. [CrossRef]
  59. Manikyam, H. K., Tripathi, P., Patil, S. B., Lamichhane, J., Chaitanya, M., & Patil, A. R. (2022). Extraction, purification, and quantification of hesperidin from the immature Citrus grandis/maxima fruit Nepal cultivar. Asian Journal of Natural Product Biochemistry, 20. [CrossRef]
  60. Patil, A., Munot, N., Patwekar, M., Patwekar, F., Ahmad, I., Alraey, Y., et al. (2022). Encapsulation of lactic acid bacteria by lyophilisation with effects on viability and adhesion properties. Evidence-Based Complementary and Alternative Medicine, 2022, 1–9. [CrossRef]
  61. Nalawade, A. S., Gurav, R. V., Patil, A. R., Patwekar, M., & Patwekar, F. (2022). A comprehensive review on morphological, genetic and phytochemical diversity, breeding and bioprospecting studies of genus Chlorophytum Ker Gawl. from India. Trends in Phytochemical Research, 6, 19–45.
  62. Patil, K. G., Balkundhi, S., Joshi, H., & Ghewade, G. (2011). Mehsana buffalo milk as prebiotics for growth of Lactobacillus. International Journal of Pharmacy and Pharmaceutical Research, 1, 114–117.
  63. Das, N., Ray, N., Patil, A. R., Saini, S. S., Waghmode, B., Ghosh, C., et al. (2022). Inhibitory effect of selected Indian honey on colon cancer cell growth via apoptosis and β-catenin/Wnt pathway targeting. Food & Function, 13, 8283–8303.
  64. Patil, M. J., & Mali, V. (2021). The diverse cytotoxicity evaluation of Lactobacillus discovered from sheep milk. Acta Scientific Pharmaceutical Sciences, 5, 69–70.
  65. Abhinandan, P., & John, D. (2020). Probiotic potential of Lactobacillus plantarum with cell adhesion properties. Journal of Global Pharma Technology, 10, 1–6.
  66. Patil, A., Pawar, S., & Disouza, J. (2018). Granules of unistrain Lactobacillus as nutraceutical antioxidant agent. International Journal of Pharmaceutical Sciences and Research, 9, 1594–1599.
  67. Patil, A., Mali, V., & Patil, R. (2020). Banana fibers camouflaging as a gut worm in a 6-month-old infant. Iberoamerican Journal of Medicine, 2, 245–247. [CrossRef]
  68. Munot, N. M., Shinde, Y. D., Shah, P., Patil, A., Patil, S. B., & Bhinge, S. D. (2021). Formulation and evaluation of chitosan-PLGA biocomposite scaffolds incorporated with quercetin liposomes using a QbD approach. AAPS PharmSciTech, 24, 147.
  69. Patil, A. (2023). Psychology in the age of technology dependence and the mobile dilemma. Preprints, 2023070101.
  70. Patil, A., Kotekar, D., & Chavan, G. (2023). Knowing the mechanisms: How probiotics affect the development and progression of cancer. Preprints, 2023070243.
  71. Kim, C. S., Jung, M. H., & Shin, D. M. (2023). Probiotic supplementation and sex-dependent immune responses in community-dwelling older adults: A randomized, double-blind, placebo-controlled trial. Nutrition Research and Practice, 17, 883–898.
  72. Li, G., Li, W., & Song, B., et al. (2021). Differences in the gut microbiome of women with and without hypoactive sexual desire disorder: A case–control study. Journal of Medical Internet Research, 23, e25342. [CrossRef]
  73. Kim, C. S., Jung, M. H., & Shin, D. M. (2023). Probiotic supplementation and sex-dependent immune responses in older adults. Nutrition Research and Practice, 17, 883–898.
  74. Li, G., Li, W., & Song, B., et al. (2021). Gut microbiome differences in hypoactive sexual desire disorder. Journal of Medical Internet Research, 23, e25342.
  75. Shingade, J. A., Padalkar, N. S., Shin, J. H., Kim, Y. H., Park, T. J., Park, J. P., & Patil, A. R. (2025). Electrostatically assembled maghemite nanoparticles–Lactobacillus plantarum: A novel hybrid for enhanced antioxidant, antimicrobial and antibiofilm efficacy. Bioresource Technology, 430, 132538. [CrossRef]
  76. Manikyam, H. K., Joshi, S. K., Patil, S. B., Vakadi, S., & Patil, A. R. (2025). Steroidal glycosides from Mallotus philippensis induce apoptosis in MCF-7 breast cancer cells. Asian Journal of Natural Product Biochemistry, 23. [CrossRef]
  77. Wang, J., Yuan, F., Kendre, M., He, Z., Dong, S., Patil, A., & Padvi, K. (2025). Rational design of allosteric inhibitors targeting C797S mutant EGFR in NSCLC: An in silico and in vitro study. Frontiers in Oncology, 15, 1590779. [CrossRef]
  78. Sakate, M. K., Wategaonkar, S. B., Zambare, D. N., Shembade, U. V., Moholkar, A. V., et al. (2025). Dual extracellular activities of cobalt and zinc oxide nanoparticles mediated by Carica papaya latex. Inorganic Chemistry Communications, 2025, 114538.
  79. Patil, A., Singh, N., Patwekar, M., Patwekar, F., Patil, A., Gupta, J. K., Elumalai, S., et al. (2025). AI-driven insights into the microbiota. Intelligent Pharmacology, 3, 46–52. [CrossRef]
  80. Manikyam, H. K., Joshi, S. K., Patil, S. B., Patil, A. R., & Ponnuru, V. S. (2025). Free-radical-induced inflammatory responses activate PPAR-γ and TNF-α driving HIF-α–mediated metastasis in HCC: An in-silico exploration of natural compounds. Universal Library of Biological Sciences, 2, 1.
  81. Bhinge, S. D., Jadhav, S., Lade, P., Bhutkar, M. A., Gurav, S., Jadhav, N., Patil, A., et al. (2025). Biogenic nanotransferosomal vesicular system of Clerodendrum serratum L. for skin cancer therapy. Future Journal of Pharmaceutical Sciences, 11, 5. [CrossRef]
  82. Kareppa, M. S., Jangme, C. M., & Patil, A. R. (2025). Phytochemical investigation and HPTLC screening of Tinospora cordifolia leaf extract. Journal of Neonatal Surgery, 14.
  83. Wang, L., Xu, Z., Bains, A., Ali, N., Shang, Z., Patil, A., & Patil, S. (2024). Exploring anticancer potential of Lactobacillus strains against HCT-115 cancer cells. Biologics: Targets & Therapy, 285–295.
  84. Manikyam, H. K., Joshi, S. K., Patil, S. B., & Patil, A. R. (2025). Cancer cell metabolism of fats: Insights into altered lipid homeostasis. Disease Research, 4, 97–107. [CrossRef]
  85. Patil, S.; Powar, G. S.; Harale, S.; Galatage, S. T.; Liu, S.; Lopes, B. S.; Sharma, D. K.; et al. Formulation and evaluation of a licorice-resveratrol lollipop for targeting Streptococcus mutans biofilm and antimicrobial resistance. Infection and Drug Resistance. 2024, 17, 3933–3946. [CrossRef]
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
Copyright: This open access article is published under a Creative Commons CC BY 4.0 license, which permit the free download, distribution, and reuse, provided that the author and preprint are cited in any reuse.
Prerpints.org logo

Preprints.org is a free preprint server supported by MDPI in Basel, Switzerland.

facebook logotwitter logolinkedin logo
bsky
MDPI Initiatives
Important Links
Subscribe

Disclaimer

Terms of Use

Privacy Policy

Privacy Settings

© 2025 MDPI (Basel, Switzerland) unless otherwise stated