Mapping the Relationship between Social Anxiety and Social Resilience in Students: A Systematic Review

Abstract

This study aims to map the relationship between social anxiety and social resilience among students within the contexts of social interaction and educational environments through a systematic review approach. The literature search was conducted on publications from 2015 to 2026 using a structured and systematic selection process. The initial search identified 4,348 articles, which were subsequently screened based on predefined inclusion and exclusion criteria, resulting in 315 eligible studies. Further selection reduced the number to 203 articles, and finally, 58 studies were included for in-depth analysis. The findings reveal that students’ social anxiety is strongly associated with the quality of social interactions, peer support, and teacher student relationships within educational settings. At the same time, social resilience emerges as an adaptive capacity that develops through supportive school environments, positive interpersonal experiences, and emotionally safe learning spaces. The review highlights that educational institutions play a strategic role not only in mitigating social anxiety but also in fostering students’ resilience in navigating social challenges. This study contributes to the growing discourse on student mental health by emphasizing the importance of human-centered educational practices that promote psychological well-being, social connectedness, and adaptive resilience among students. The findings are expected to provide valuable insights for educators, researchers, and policymakers in designing inclusive and supportive educational environments.