Abstract
Globally, many learners with severe intellectual disability face multiple adversities. These include poverty, abuse and lack of resources. Resilience factors need to be made accessible to enable learners to bounce back from these adversities. However, few studies were found on the resilience of learners with severe intellectual disability. The study sought to investigate factors that enable the resilience of learners with severe intellectual disability in learners with special educational needs school. Six learners with severe intellectual disability were purposefully chosen from learners with special educational needs school. Data were collected using individual semi-structured interviews and a focus group. This qualitative study used a phenomenological design and data were analysed using thematic data analysis. The study's results showed that individual factors (independence, self-care, perseverance, coping mechanisms and social skills), relationships (interaction with family and interaction with friends) and contextual factors (supportive school environment, role models, serving the community and opportunity to do vocational skills at an LSEN school) enable learners with severe intellectual disability to develop resilience. Thus, learners' interactions with their social and ecological surroundings support their resilience. The study highlights the need for a holistic approach when promoting the resilience of learners with severe intellectual disability.