According to Stiglitz, Sen and Fitoussi (2009) wellbeing is defined as a multidimensional construct including objective (e.g. income, health, education, environmental conditions) and subjective dimensions (e.g. positive and negative affect, cognitive evaluations). In this line, resilience can be seen as one subjective dimension of well-being. Resilience is defined as an individual capacity, which manages to maintain a positive development, whereas others give up (Rutter, 1987). The resilience itself was intensively examined since the pioneer study of Werner and Smith (1992); these and subsequent studies showed, which factors children and adolescents need to maintain positive development. However, the influence of resources on primary school aged students, it’s relation to their well-being and the role of educational institutions have hardly been in the focus of research so far. Especially, there is lack of research examining resilience in school aged children. Therefore, the following study aims to analyze the resilience of primary school aged students. The data were collected within a larger school research project named SISI (School Inclusion of Students in Inclusion Classes; grant number = 393078153). The sample of the present study consisted of 882 students (age = 9-11 years old, 48% girls) of the fourth primary school level from the federal state of North Rhine-Westphalia (Germany). The longitudinal study was conducted at the beginning of the school year 2018/2019, where 882 students filled out a paper-pencil questionnaire. To measure the resilience, a short version of the German resilience scale of Schuhmacher, Leppert, Gunzelmann, Strauß and Brähler (2004) with eight items was used (Cronbach's α = .77). Next to the quantitative survey, 13 students were interviewed in more detail by guideline interviews in order to identify factors (resources) that are related to resilience. The interviews were evaluated using Mayring's qualitative content analysis and coded on the basis of preliminary studies (see e.g. Wustmann, 2015). The results indicated that overall, all students of the study rated high values in their resilience (MW= 4.09, SD= .67). However, even if most of the sample felt very high levels of resilience, some students also are at risk because of a very low resilience. Moreover, a moderate link between resilience and school well-being was found. The results of the interviews are analyzed yet and will be presented at the conference.

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