By Ivette Girón
In Honduras, one-third of the population is under 18. These children and adolescents face an intersection of significant challenges, including poverty, violence, and forced displacement. In 2022, over 37,000 unaccompanied children and adolescents were intercepted at the US border, while in 2023, one in ten adolescents between the ages of 15 and 17 were victims of violence (UNICEF, 2023; UNAH, 2023). These figures reflect a troubling reality, particularly in rural areas, where opportunities are limited, and school dropout and poverty rates are high.
In such a context of deep insecurity and inequality, resilience becomes key, as it marks the beginning of new development after trauma. Resilience, rather than being an innate trait, is a process built from supportive relationships and available resources. This led me to the following question:
Can children’s literature foster resilience?
My research found that the Riecken Community Libraries[1] and picture books can indeed be powerful tools to promote resilience in vulnerable contexts. These libraries, managed by the communities themselves, go beyond being simple reading spaces. They are places where belonging and mutual support are built—fundamental elements of resilience. As Milagros, a young interviewee, expressed: “Many of my memories are tied to this place, where I spent time with my mum, who was the first librarian. The library belongs to the community.” This sense of belonging transforms the libraries into symbolic refuges, where children and adolescents find security, opportunities, and a space to grow.
Additionally, I found that resilience can also be fostered through the picturebooks that children and adolescents read at these libraries. To explore how this happens, I used the picture books Ada’s Violin (2016) by Susan Hood and Dreamers (2018) by Yuyi Morales. Both works combine text and images to tell stories of overcoming adversity, creativity, and adaptation. The seven young readers and three reading facilitators involved in the study highlighted how these picturebooks not only offered symbolic refuge but also provided an opportunity to reflect on their own experiences. As Nahomy commented: “[…] they address topics that we have experienced ourselves, and they can be a source of support, showing how the situation unfolds, how it can be dealt with, and how it can be overcome.”
It is worth noting that the images, in particular, proved to be an essential resource for capturing attention and enriching the reading experience. The young participants demonstrated a meaningful connection to the stories through the images. Brandy said: “They’re more beautiful because you imagine things, and it’s like living the moment.” This finding underscores how picture books stimulate a more immersive reading experience, where the images act as symbolic mediators, making interpretation and enjoyment easier in a context like Honduras, characterised by low literacy levels and limited reading practices.
On the other hand, picture books also allow personal experiences to connect with the narratives, creating space for reflection and empathy. Brandy noted: “[…] from the book I read, many things changed, my thinking changed. When I saw that the character could do it, I said to myself, I can too, if I put my mind to it […]” This process, combining cognitive, aesthetic, and emotional aspects, contributes significantly to resilience by helping readers imagine possible solutions to the challenges they face.
In this way, my research demonstrated that resilience is strengthened when children and adolescents have access to resources that support them in processing their experiences and visualising possible futures. The Riecken Community Libraries not only provide access to books but also offer educational and technological resources, reducing inequalities and fostering community leadership. Picture books, in turn, are unique tools that connect emotions, imagination, and learning in one space. However, this is just the first step. Important questions remain: How can the use of picture books be encouraged in other spaces? What lessons from this experience can be replicated in other similar contexts?
For now, I can confidently say that community libraries and children’s literature are more than educational resources: they are pillars for rebuilding social ties, restoring hope, and strengthening resilience. Investing in them is not just an investment in education but in a more equitable and resilient future for new generations.
[1] The Riecken Community Libraries are a network of 65 libraries located across Honduras and Guatemala. These libraries are managed by local communities and provide inclusive spaces for learning, technology, and community engagement. Their mission is to transform lives by promoting reading and social development through a community-based model.
Acknowledgements:
A special thank you to the young readers, whose participation was essential to this study, as well as to the librarians and coordinators for their invaluable collaboration. I sincerely thank the Riecken Foundation and the Riecken Community Libraries, particularly Paco Alcaide, for their support. I also extend my gratitude to the University of Glasgow and the Master’s programme in Children’s Literature, Media, and Culture (CLMC), especially to Professor Evelyn Arizpe for her supervision.
References:
Giron Elvir, I. A. (2023). Fostering Resilience in Critical Contexts through Picturebooks: A Case Study at Riecken’s Community Libraries in Honduras (Master’s Dissertation). University of Glasgow.
UNAH. Universidad Nacional Autónoma de Honduras. (2023). Boletín No. 64 Sobre Mortalidad y Otros.
UNICEF. (2022). Situación de la Infancia en Honduras 2022 [SITAN]. UNICEF.