Resilience Fatigue: The Unseen Struggle of Individuals with Disabilities

Resilience, often hailed as a cornerstone of mental health, is the ability to adapt and recover from adversity, stress, or trauma. While celebrated in social work and psychology, this focus on resilience can unintentionally undermine empowerment for individuals with disabilities by neglecting the need for systemic support.

This article delves into the complexities of resilience for people with disabilities, using Justin’s story to highlight how the pressure to embody resilience impacts mental health, identity, and well-being, and argues for a balanced approach that values both personal strengths and systemic support.

Navigating Systemic Barriers: Justin’s Experience

Born with Cerebral Palsy, Justin faced a world not designed for his needs. From a young age, he had to navigate an environment that did not accommodate him. In his small town, schools lacked the resources to support children with disabilities. His parents, Sarah and Michael, advocated persistently for the accommodations he needed to participate in school.

Despite their efforts, Justin often felt isolated, struggling to keep up with his peers using outdated materials and inaccessible technology. For instance, the school did not have accessible textbooks or proper assistive devices, which made learning an uphill battle for Justin. “Mom, why don’t they have the books I can read?” Justin asked one evening, frustration evident in his voice. His mother, Sarah, explained yet again that the school’s budget constraints and lack of awareness were to blame. “It’s not fair,” Justin muttered, feeling the weight of isolation.

Justin’s achievements were often celebrated as examples of resilience, with teachers and peers praising his ability to navigate challenges. However, this praise often overlooked the systemic issues that made his experience so difficult. Researchers argue that focusing too much on resilience can perpetuate discrimination by ignoring the need for broader changes that promote inclusion and support (Goodley, 2014).

Emotional Toll and Identity Challenges

Psychological literature highlights the emotional burden of projecting resilience. For Justin, the ongoing pressure to exhibit resilience resulted in emotional strain and burnout. Countless late nights were spent compensating for the absence of accessible resources, leaving his body and mind drained. As Justin matured, expectations mounted.

Teachers and friends often praised his perseverance, yet these compliments started to feel superficial and hollow. They celebrated his ability to “overcome” challenges without addressing the underlying systemic inequities. Late nights became a routine for Justin as he felt an intense pressure to prove his capability and succeed against all odds. This relentless pursuit isolated him, leading him to internalize blame for systemic failures.

Erevelles’ research (2002) highlights the potential harm of glorifying resilience, as it can stigmatize vulnerability and increase isolation among individuals with disabilities. Emphasizing resilience may also hinder their access to essential support networks. Understanding this dynamic is crucial for developing effective support systems that truly validate the experiences of individuals with disabilities.

Research by Shakespeare (2018) delves into the concept of “resilience fatigue,” the emotional strain from the perpetual expectation to display resilience, often leading to feelings of inadequacy and self-blame. Justin’s experience exemplifies resilience fatigue, where the constant need to appear resilient started to wear him down, leading to feelings of isolation and exhaustion. “I’m so tired, Em,” he confided in his friend Emma, a psychology student. “Everyone expects me to be resilient, but I feel like I’m breaking.”

Understanding resilience fatigue from her studies, Emma reassured him, “Justin, it’s not just about being strong. The system needs to change too.”

Policy Implications and a Call for Balanced Approaches

Policy discussions often rely on resilience rhetoric, often minimizing the need for systemic support. However, maintaining a balanced perspective is crucial. For instance, inclusive education policies in states like Massachusetts prioritize accessible learning materials and assistive technologies as norms, leading to notable improvements in outcomes for students with disabilities. Masten’s (2001) research underscores the value of this balanced approach, highlighting the significance of comprehensive changes in fostering resilience.

Emphasizing only resilience can ignore the varied needs within the disability community and reinforce existing inequalities. Masten (2001) suggests that resilience should be seen as a continuous process supported by inclusive policies and widespread systemic changes. This view aligns with the social model of disability, which emphasizes the role of social structures in shaping individual experiences and fostering true empowerment.

Understanding these dynamics is crucial for establishing fair and supportive environments for individuals with disabilities. Integrating perspectives from policy and social models reveals that true resilience encompasses more than individual strength alone—it necessitates environments that enhance individual capabilities.

Integrating Personal Resilience with Systemic Support

Justin’s experience highlights the importance of balancing personal resilience with systemic support. Resilience here refers to an individual’s ability to withstand and recover from challenges. While personal resilience is valuable, relying exclusively on it can be limiting, especially for individuals with disabilities who encounter unique obstacles.

Accessible technology and disability awareness training, played a vital role in Justin’s academic journey by reducing systemic barriers (Llewellyn & Hogan, 2000). Accessible technology ensures that educational tools and resources are accessible to all students, regardless of their physical abilities. Disability awareness training educates peers and educators about the challenges and needs of individuals with disabilities, fostering a more inclusive environment.

Addressing structural inequalities involves establishing policies and practices that dismantle barriers and create opportunities. By nurturing supportive environments, genuine and sustainable empowerment for individuals with disabilities can be cultivated.

This approach not only benefits individuals like Justin but also shifts the focus from personal responsibility to collective accountability. It acknowledges that empowerment is a shared objective requiring contributions from individuals and the broader community.

References

• Erevelles, N. (2002). Disability and the dialectics of difference. Disability & Society, 17(5), 525-539.
• Goodley, D. (2014). Dis/ability Studies: Theorizing disablism and ableism. Routledge.
• Kittay, E. F. (2001). Love’s Labor: Essays on women, equality, and dependency. Routledge.
• Llewellyn, G., & Hogan, K. (2000). The changing face of parenting: Exploring the lives of parents with learning difficulties. Journal of Applied Research in Intellectual Disabilities, 13(4), 243-262.
• Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238.
• Shakespeare, T. (2018). Disability: The basics. Routledge.