Teacher training, empowerment, and child resilience: a systematic review

Abstract

The objective of this article was to conduct a literature review to identify the pedagogical, psychosocial, and legal competencies required by teachers to promote empowerment and resilience in children who are victims of domestic and school violence. The inclusion criteria considered were peer-reviewed articles, books, and academic chapters published between 2015 and 2025 that explicitly addressed teachers' competencies related to contexts of violence, resilience, and child empowerment. Exclusion criteria ruled out gray literature, non-peer-reviewed documents, and texts without full access. The search was conducted in databases such as Scielo, Redalyc, Dialnet, Latindex, and Google Scholar, and the main results show that teachers need to strengthen their pedagogical competencies to design inclusive and resilient learning environments; psychosocial competencies to provide emotional support and promote socio-affective development; and legal competencies to act in accordance with child protection regulations and protocols. It was inferred that these skills are complementary and indispensable for teachers to play a protective and transformative role, guaranteeing the well-being and rights of children in vulnerable contexts.