<![CDATA[Background. Post-crisis educational settings require support that addresses not only psychological distress but also the ways students reconstruct identity, agency, and meaning after disruption. Purpose. This study aimed to examine how narrative counseling supports resilience among students returning to school after crisis-related educational interruption. Method. A mixed qualitative–quantitative design with narrative inquiry orientation involved 28 secondary-school students aged 13–18 years. Data were collected through semi-structured interviews, narrative counseling sessions, reflective journals, observation records, school attendance data, and pre–post measures of resilience and school engagement. Results. The findings showed significant increases in resilience, school engagement, personal agency, future orientation, and relational connectedness following the intervention. Qualitative analysis revealed a marked shift from problem-saturated narratives toward preferred identity narratives characterized by stronger self-efficacy, recognition of supportive relationships, identification of unique outcomes, and more credible future possibilities. Case-based evidence further indicated that students could retain grief or uncertainty while simultaneously developing more resilient self-understandings. Conclusion. The study concludes that re-authoring resilience offers a meaningful framework for post-crisis educational counseling by positioning recovery as narrative reconstruction rather than simple restoration of pre-crisis functioning. Narrative counseling may therefore complement trauma-informed school support by strengthening meaning-making, agency, relational recognition, and future-oriented identity development within culturally responsive and psychologically safe educational environments.]]>
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