Towards Building Resilient Rural Communities: Voices From Vulnerable Rural Students in Zimbabwe

This study explored resilience pathways among rural Zimbabwean students whose development and coping are shaped by socio-ecological risks such as isolation, cultural context, and colonial legacies. Guided by the Social Ecology of Resilience Theory (SERT), data were generated from 15 students (aged 13–18) in Forms 1–4 using interviews and reflective journals. Thematic analysis revealed internalised limitations, resilience through support systems and personal strengths, a need for self-regulation and guidance, and community collaboration. The findings highlight the importance of strength-based interventions and school–community partnerships to promote adaptive coping, holistic development, and improved mental health care in rural contexts.