Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 (M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

复原力是个人在重大挑战期间和之后成功适应和坚持的能力。基于社会情感学习方法的复原力计划与保护因素（例如亲社会能力）的增加、身心健康的改善以及内在和外在症状的减少有关。本研究旨在根据儿童和教师的报告，评估葡萄牙学校实施的 RESCUR 课程对学生学业、行为和社会情感成果的影响。参与者包括 1,084 名 3-15 岁的儿童（53.2% 为男性）（M  = 7.24，SD = 2.31）。一项准实验研究比较了实验干预组 (AIG) 和等候名单对照组 (WG) 的结果。结果表明，RESCUR 计划减少了心理健康困难，同时增加了亲社会行为和幸福感。此外，实施后学龄前儿童的学业成绩有所提高。在实施 RESCUR 后，教师和孩子们一致报告了与复原力相关的能力的积极行为变化。我们的发现有助于最近关于 RESCUR 解决关键社会情感能力和改善相关保护因素的潜力的研究。研究限制和未来的建议得到解决。