Promoting School–Health

ABSTRACT: Across the globe, educational and health practitioners wrestle daily with the paradoxes of risk and resilience. Though the causes of risk are gener-ally outside the control of professionals, manifestations of disadvantage directly affect service delivery and the realizing of accountability benchmarks. This article proposes a shift in attention from risk to resilience as being empowering and proactive for students and those vested in maximizing their potential. Given that resilience has been deemed an ecological phenomenon, the ecology of human development framework posited by Uri Bronfenbrenner (1979) was applied to ad-vance the rationale for resiliency partnerships between schools and school-based health clinics. APoverty can create risk in every dimension of a child’s life. Im-poverished youngsters around the world are more apt to be born underweight and to be malnourished, as well as susceptible to disease and environmental toxins. Furthermore, implications of these poverty markers do not disappear after birth or early childhood but rather persist into adult