Resilience, the process of successful adaptation to adverse circumstances, is traditionally studied as an individual characteristic. However, more recent multisystem perspectives underline the interrelatedness of systems, within and outside of the individual, in shaping coping and adaptation processes.

Disasters are distressing and disorientating. They often result in enduring community-wide devastation. Consequently, young people may seek support from trusted adults to scaffold their emotional responses and to support their psychosocial recovery.

Disasters leave survivors at heighted risk of negative psychological consequences. Teachers require post-disaster psychosocial support, given their added responsibility for supporting their students’ recovery. However, alongside coping with their own mental health, teachers often lack training to support students psychologically.

Disasters can result in poor psychosocial outcomes for adolescents. One pathway to mitigate these risks and foster resilience is via schools, where teachers can offer students support. However, existing research lacks consideration of the role schools and teachers play from the perspective of students, particularly those from marginalized populations.

Despite the potentially catastrophic nature of disasters, survivors can be highly resilient. Resilience, the capacity to successfully adapt to adversity, is both individual and collective.

COVID-19 has required researchers to adapt methodologies for remote data collection. While virtual interviewing has traditionally received limited attention in the qualitative literature, recent adaptations to the pandemic have prompted increased discussion and adoption.

Subjective wellbeing (SWB) encompasses experiencing positive emotions, the absence of negative emotions and judgments of life satisfaction.

This study shows that people understand pain through inconsistent experiential models that may resist attempts at conceptual integration.