South African Journal of Education, Volume 34, Number 4, November 2014 1 Art. # 1030, 11 pages, http://www.sajournalofeducation.co.za Factors contributing to the resilience of middle-adolescents in a South African township: Insights from a resilience questionnaire Motlalepule Ruth Mampane Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria, South Africa ruth.mampane@up.ac.za Factors that contribute to resilience are key to the positive development of youths, and knowledge of such factors is essential for promoting resilience in schools through both policy and practice. This study reports on the results of an item and factor analysis of the Resilience Questionnaire for Middle-adolescents in Township Schools (R-MATS) that was used to survey 291 Grade 9 middle-adolescent learners from two black-only township secondary schools. The majority of respondents indi- cated an overall sense of contending with various stressors, especially the exposure to violence, and academic challenges. Respondents attributed their buoyancy to individual and environmental factors, such as self-confidence, an internal locus of control, a tough personality, commitment, being achievement-oriented, as well as positive identification of and access to social support. Keywords: middle-adolescence; resilience questionnaire; resilient; R-MATS; township school Introduction Broader research into resilience demonstrates that many youths overcome overwhelming risks in their environment and develop successfully into competent and resilient individuals (Fergus & Zimmerman, 2005; Masten, 2001; Ungar, 2008; Werner, 1993). This finding could be true of many youths from (previously disadvantaged black-only) township schools (Mampane, 2012). Adolescents living in adverse developmental conditions benefit from protection or support to overcome obstacles and adversities, and thereby enhance their own powers of resilience within their environment. The ability of teachers to identify, refer and support learners who experience risk, ought to be a priority in deprived township schools. Literature on resilience in schools confirms that schools play an important role in the development of the child, by providing opportunities for growth and development, and by serving as centres of care and support to all learners and communities (Ebershn & Ferreira, 2011; Esquivel, Doll & Oades-Sese, 2011; Knight, 2007). Osher, Kendziora, Spier and Garibaldi (2014:152) argue that, by providing protection to learners, the school creates “a safe harbor [sic], offering both challenge and a sense of mission, fostering positive relationships with adults and peers, developing competencies and a sense of efficacy, and providing students with access to social capital, mental health support, and leadership opportunities.” When schools fail in their role of providing opportunities for growth and development to their learners, they inadvertently contribute to the learners’ adversities. Osher et al. (2014:152) contend that, when schools fail to serve as safe harbours, they expose learners to “physical and emotional violence, boredom, alienation, academic frustration, bullying, gangs, humiliation and failure, harsh punishment, and expulsion from the school community and resources.” Providing support, setting high expectations, and providing opportunities for participation all contribute to educational resilience and the establishment of an optimal learning environment in schools. These factors should therefore be prioritised in high-risk township schools (Henderson & Milstein, 2003; Mampane & Bouwer, 2011; Masten, Herbers, Cutuli & Lafavor, 2008). Demographically, South African black townships and schools are racially segregated and densely populated, and the residents of these townships mostly have a low socioeconomic status (Msila, 2009; Ndimande, 2009). Adolescents in a township environment are exposed to many challenges emanating from existing social, political and economic adversities (Brook, Morojele, Zhang & Brook, 2006; Dass-Brailsford, 2005; Msila, 2009; Ndimande, 2009). Poverty and segregation, racial or otherwise, are risk factors that could have a negative impact on the development of any child or youth, and might predispose them to unhealthy development. Empirical research attributes the poor academic performance of previously disadvantaged schools (including township schools) to a lack of teaching and learning resources, a poor culture of teaching and learning, poor school management, and, most importantly, the lack of a supportive educational environment (Christie, Butler & Potterton, 2007; Crouch & Mabogoane, 2001; Kamper, 2008; Masitsa, 2005). The developmental environment, which includes the school, does not only have a significant influence on the development of children and youths, but also the potential to either increase the debilitating effects of risk, or to protect a child from such risks. Resilience research has consistently demonstrated that many youths are able to overcome the debilitating effects of risk in their environment and to develop into successful, competent and resilient individuals (Masten, 2001; Ungar, 2008; Werner & Smith, 1982). This could be equally true for township youths.