Building resilience of students with disabilities in China: The role of inclusive education teachers

The literature well documents that teachers facilitate the resilience process of at-risk students through building empowering teacher-student relationships. Much less is known about teachers' role in student resilience within an inclusive education context. Drawing on an ecological perspective, this quantitative study investigates the role of Chinese inclusive education teachers in the resilience process of students with disabilities. The study reveals that students with disabilities suffer from multiple stressors. Inclusive education teachers who show strong agency in resource-seeking can build the resilience of these students and promote their wellbeing in unfavourable conditions.