Resilience can be a protective trait to promote mental health when implemented in the early years. This study explored the use of storytelling to foster children’s learning of resilience. A pedagogically appropriate storybook was used to facilitate and embed the skills of resilience in children at primary school. Teachers (n = 2) and community-based sports officers (n = 2) read the storybook to children enrolled in Kindergarten (first formal year of schooling) (n = 20), Year 1 (n = 20) and Year 2 (n = 20). The total number in the participant group was 60, aged 4–8 years old. Following the initial reading, teachers continued to deliver the storybook to children over a 4-week intervention period. All participants were interviewed about their perceptions of the storybook, and their responses were coded into key themes mapped by the Grotberg Resilience Framework. Results indicated that storytelling as a tool provided children with positive resilience-based behavioural intervention opportunities.

在早年实施时，复原力可以成为促进心理健康的保护性特征。本研究探讨了如何利用讲故事来培养儿童的复原力学习。一本教学上合适的故事书被用来促进和嵌入小学儿童的复原力技能。教师 ( n = 2) 和社区体育官员 ( n = 2) 为幼儿园（正式入学的第一年）（n = 20）、第一年（n = 20）和第二年（n= 20)。参与组共60人，年龄4-8岁。在初步阅读之后，教师继续在 4 周的干预期内将故事书交付给孩子们。所有参与者都接受了关于他们对故事书的看法的采访，他们的回答被编码为 Grotberg Resilience Framework 映射的关键主题。结果表明，讲故事作为一种工具为儿童提供了基于弹性的积极行为干预机会。