Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.

This chapter provides an overview of research factors and interventions that facilitate delaying gratification in academic settings. In learning settings, academic delay of gratification refers to students’ postponement of immediately available opportunities to satisfy impulses in favor of pursuing important academic rewards or goals that are temporally remote but ostensibly more valuable. The first section of this chapter provides a brief overview and the theoretical underpinnings of Bandura’s (1997) social cognitive theory and Zimmerman’s (2013) self-regulated learning model, with an emphasis on delay of gratification. The second section focuses on how school psychologists can help educators to put in place schoolwide processes that help make it easier for students to delay gratification. The third section describes interventions that can be implemented by school psychologists, teachers, and administrators to assist students who struggle with delaying gratification. The final section provides recommendations for facilitating delaying gratification in school environments and suggests future research.

This chapter looks at access to and retention in higher education of children of migrants with low levels of education across a number of Western European countries, using data of the Integration of the European Second Generation (TIES) survey. The comparative perspective shows the impact of national institutional arrangements on education. Access to and retention in higher education of children of migrants with low levels of education still show considerable gaps when compared to those of peers of native descent. Data analysis shows that socio-economic background characteristics or the migrant background is only partly responsible for the gaps between students with and without a migrant background. We zoom in on students of Turkish descent in the Dutch school system to analyse whether these gaps are the result of socio-cultural background characteristics related to their ethnic group or migration (their own or that of their parents) or whether the gap in educational outcomes can be explained by how educational institutions provide opportunities or, on the contrary, fail to cater for children of immigrants. Based on detailed information available in the Netherlands, we show how differences in the preparation for higher education that students get can lead to important differences in study success later on.

This chapter draws upon the firsthand perspectives of high-needs secondary school students in Addis Ababa, Ethiopia so as to highlight programmatic supports that enabled them to overcome barriers to finish secondary school and pursue higher education. Using a resilience lens, this chapter outlines a network of school-based supports and relationships that empowered students to achieve success despite challenging life circumstances. The spotlighting of these oft-unheard student voices as they reflect upon contextualized resilience processes represents a critical addition to the research literature, as well as an important stakeholder perspective to inform the crafting of school-based programs and policies in high-need countries and contexts.