Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts

This paper explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today. These include both classic and contemporary ideas such as those of Bronfenbrenner (1995), Masten (1994), Rutter (2013) and, more recently, Downes (2017) and Ungar (2018). Building on this analysis, the paper proposes a new model, taking key elements of established theories to offer a dynamic and interactive model of resilience (DIMoR). This model recognises individual agency and its complex reciprocal interactions both with other individuals but also with the wider system within which the individual is situated. This paper positions the DIMoR as a means of understanding resilience in a range of educational contexts.