The COVID-19 pandemic further exposed the racial and socio-economic

inequality on our campuses. While the majority of the students returned to their

homes or otherwise found safe accommodations with close friends or extended

family, in small number of students remained in residence on campus because of

travel restrictions, limited financial resources, lack of reliable internet access back

home, or health and safety concerns. Students who remained on campus had to

adjust quickly to online learning and social support available under conditions of

lockdown, social distancing, and a limited student affairs presence – all of which

was different from what the l students expected when they made the decision to

study in there chosen schools While these students faced difficult personal and

educational circumstances, they also showed remarkable resilience. The COVID-

19 pandemic led to school closures around the world, affecting almost 1.6 billion

students (UNESCO, 2020). The effects of even short disruptions in a child’s

schooling on their learning and wellbeing have been shown to be acute and long

lasting . The capacities of education systems to respond to the crisis through

delivering remote learning and support to children and families have been

diverse yet uneven. The most vulnerable children are less likely to access remote

learning, and are at higher risk of violence, neglect, child marriage and other

risks while schools are closed. While schools slowly started to reopen in 2020,

national or localized school closures have remained throughout 2021. In many

cases, school reopenings have been short-lived or partial, further disrupting

children’s routines and learning. Resilient education systems need to have

resources that can be used when core delivery models are disrupted.The global

crisis has highlighted the need for education systems to have remote learning

options that are accessible and effective for all learners when schools are forced

to close. Academic adversities and challenges ranging from school, financial, to

relational issues are common among undergraduate students. Moreover, stress

among undergraduate students is experienced in two simultaneous life

transitions as an emerging adult and adjusting to college life which may lead to

deleterious effects on their academic performance and mental health. Importance

of Resilience among Students Academic resilience refers to a student’s ability to

overcome academic adversities that can influence students’ educational

development. With reference to resilience theory appreciating how resilience

takes shape involves three connected components, namely, (1) adversity, (2)

mediating process, and (3) outcome. Understanding adversity is critical in

appreciating how resilience plays out, given that resilience is described as an

ability to either bounce back from adversity or how one copes in the face of

adversity. In relation to coping abilities, resilience theory describes individual

(problem-solving skills, emotions, motivation), social (interpersonal relationships),

or environmental (infrastructure or school facilities) factors that augment or

mediate an individual’s resilience. As one encounters adversity and following

interactions and support from either individual, social, or environmental

resources, he/she may then become resilient. Resilient students are

characterized by their ability to utilize resources or seek help to mitigate the

challenges and excel in their academic pursuits. Intrinsic values, such as

strength, determination, future orientation, coupled with the development of a

sense of belonging and social support, were found to be the qualities of resilient

students.