This article presents the development and validation of a scale for young people, which measures the resilience of schools in ensuring the educational pathways of students in vulnerable and challenging territories. This scale was developed within a national-level project, conducted in Portuguese border regions with Spain, which are peripheral contexts with economic, social, cultural, and educational disadvantages, but with locally-situated promising dynamics.

Resilient schools, from an ecological perspective, are sensitive and committed to their internal and external settings. These schools act as a whole to face problem solving and risk situations, while also needing to support youth educational pathways and fulfill their role. This is particularly important in contexts with territorial disparities and specificities, as is the case of border regions.

The Resilience Scale of Schools – Youth Version (RSS-Y) integrates dimensions related to schools’ focus and priorities, as well as practices and resources. Its development took into consideration that schools in vulnerable territories deal with specific constraints and fewer opportunities. In addition, this scale seeks to study the characteristics of resilience that young people identify in their schools and how they perceive their schools’ support.

This quantitative scale was developed following a multi-step approach and was applied to 3,968 young people (9th to 12th grade). It comprises 17 items, rated on a five-point Likert scale to assess agreement.

Statistical analysis ensure the internal consistency (Factor 1, α = .846; Factor 2, α = .845; Factor 3, α = .789) and the validity of this scale, indicating adequate psychometric properties to measure students’ perspectives on the resilience characteristics of schools. A Principal Component Analysis (PCA) proposes a three-factor structure that explains 57.393% of the total variance. A Confirmatory Factor Analysis (CFA) indicates that this model is a good fit with the data.

The RSS-Y can provide an important contribution to educational research developed in more deprived territories, but also to school contexts, since it recognizes the importance of schools’ differentiated approaches and highlights characteristics that promote the resilience and quality of schools.

本文介绍了针对年轻人的量表的开发和验证，该量表用于衡量学校在确保脆弱和挑战性地区学生的教育途径方面的弹性。这种规模是在国家级项目中开发的，该项目在葡萄牙与西班牙接壤的边境地区进行，这是具有经济，社会，文化和教育劣势的外围环境，但具有本地前景。

从生态学的角度来看，弹性学校对内部和外部环境都非常敏感并乐于奉献。这些学校从整体上面对问题解决和风险情况，同时还需要支持青年人的教育途径并发挥其作用。这在具有领土差异和特殊性的情况下尤其重要，例如边境地区。

学校的复原力量表-青年版（RSS-Y）整合了与学校的重点和优先级以及实践和资源相关的维度。它的发展考虑到了脆弱地区的学校面临的特殊限制和机会的减少。此外，该量表的目的是研究年轻人在学校中确定的应变能力特征以及他们如何看待学校的支持。

该量化标准是通过多步骤方法制定的，并适用于3,968名年轻人（9至12年级）。它包括17个项目，以李克特五点量表进行评分，以评估协议的准确性。

统计分析可确保内部一致性（因子1，α= .846；因子2，α= .845；因子3，α= .789）和该量表的有效性，表明有足够的心理计量学特征可以衡量学生对韧性的看法学校的特点。主成分分析（PCA）提出了一种三因素结构，该结构解释了总方差的57.393％。确认性因素分析（CFA）表示此模型与数据非常吻合。

RSS-Y可以为在较贫困地区开展的教育研究提供重要的贡献，也可以为学校提供重要的信息，因为它认识到学校采用差异化方法的重要性，并强调了可以提高学校弹性和质量的特征。