Flooding is considered as a risk and brings out many challenges to children. The increasing of floods incidents is impact on the interference of academic performance of children. Resilience is an ability to maintain well-being of children despite difficult time when they face severe floods. The main purpose of this study was identifying factors affecting resilience in elementary school-aged children exposed to major floods. To accomplish this study, a cross-sectional correlation design was employed. The participants were 162 children from 9–12 years old who exposed to major floods in 2013. The instruments used were a self-report questionnaire. The Connor-Davidson Resilience Scale- 10, Multidimensional Scale of Perceived Social Support, The After-School Environment Scale, The Cultural Competence Self-Assessment Tool, The Daily Spiritual Experience Scale, The Strengths and Difficulties Questionnaire and The Physical Activity Questionnaire were utilized in this study based upon the validity and reliability test. Descriptive and Multiple Regression analyses were employed for analyzing data. The results showed that significant affecting factors for were family support (b = 0.276, P < 0.01), peer support (b = 0.264, P < 0.01) and culture (b = 0.221, P < 0.01) respectively with the overall R adjusted was 0.317. In conclusions, family support, peer support and culture could affect to resilience in elementary school-aged children. A comprehensive intervention program for children to promote the development of positive relationships with family is recommended. The cultural approaches in bringing out the positive relationship between children and family would be helpful to increase the resilience.
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