Enhancing resilience in children with classroom-based interventions can increase their psychosocial well-being. This study describes the development and pilot evaluation of a universal intervention directed at promoting resilience in culturally and linguistically diverse classes. Two third grade and one fourth grade class were included (N = 60). The main goal was to test the feasibility of the intervention. Preliminary quantitative results were obtained on resilience, quality of life and behaviour. The intervention was evaluated positively by teachers and students enjoyed participating. There was no significant influence on resilience. Total quality of life, Self-Esteem and Psychological Well-Being were increased in boys but not in girls. The intervention should be tested in a larger study including a control group and follow-up measure.

通过基于教室的干预措施来增强儿童的适应能力，可以提高他们的社会心理健康。这项研究描述了针对旨在提高文化和语言多样性的适应力的普遍干预措施的发展和初步评估。包括两个三年级和一个四年级（N= 60）。主要目标是测试干预措施的可行性。在复原力，生活质量和行为方面获得了初步的定量结果。干预措施得到了老师和积极参与的学生的积极评价。对弹性没有显着影响。男孩的总生活质量，自尊心和心理健康水平有所提高，而女孩没有。干预措施应在包括对照组和随访措施的较大研究中进行测试。