Resilience Processes Supporting Adolescents With Intellectual Disability: A Multiple Case Study.

The team talked with six teens who have intellectual disability.

Each teen, one parent, and one teacher shared stories in long interviews.

The goal was to learn what helps these youths stay strong when life gets hard.

Three big helpers came up every time.

First, close ties with family, friends, coaches, or pets.

Second, chances to succeed at chores, sports, or art.

Third, places where they feel safe and accepted.

Together these supports form a shield that the teens call their bounce-back power.

Liu et al. (2014) asked similar teens about faith.

Both studies let youth speak for themselves and found personal meaning keeps kids going.

Giagazoglou et al. (2012) and Ben Mansour et al. (2026) looked at body-based programs.

They show teens with ID can gain real skills when given the right activity, backing up the need for mastery moments Anna-Marié heard about.

Farmer (2012) tracked the same age group after high school and saw no extra help from the type of classes taken.

That warns us that warm relationships may matter more than curriculum choice for long-term strength.

You can map each teen’s circle of support in minutes.

Ask who they trust, what they love doing, and where they feel safe.

Then weave those people, tasks, and places into the behavior plan.

When stress hits, the plan already holds their natural resilience tools.