Abstract

The study of academic resilience is relevant to the educational environment because of its positive role in children and adolescents’ educational and socioemotional development. This article aimed to understand the family relationships that favor academic resilience in elementary school students, from first to fourth grade, from vulnerable contexts. The methodology used to respond to the objectives considered a grounded theory design since it sought to describe and understand the meanings constructed intersubjectively by the participants. The participants were selected through a guided theoretical sampling, in which data collection and analysis were carried out in parallel, with the main theoretical guide being the emerging theoretical model. The data collection strategy considered the application of 27 semi-structured interviews to vulnerable families, for whom a thematic guide was prepared containing the main topics to be addressed with the participants and without a standard scheme of response categories. Data analysis protocols and procedures were based on coding paradigms and included open, axial, and selective coding levels. The results suggest that family relationships based on communication, trust, and strict academic standards, combined with parental emotional support, favor academic resilience. Likewise, high academic expectations and school commitment, characterized by a component of parents’ affection towards school, contribute to promoting academic resilience. Finally, results are discussed from national and international theoretical evidence available, highlighting those healthy family relationships that promote academic resilience.

Keywords: Academic achievement; family structure; positive development; resilience