Resilience as a concept continues to be mobilised as children and young people navigate the climate crisis and the aftermath of the COVID-19 pandemic and subsequent lockdowns, social isolation, and school closures. In this paper, we explore Rose and Lentzos (2017) position on 'the polyvalence of resilient strategies' (p. 44) to analyse the complex concerns that resilience in education is mobilised to address. We examine the emergent discourse of resilience used in the Australian Government's Natural Disaster Resilience Education (NDRE) program, an initiative developed in the aftermath of the Royal Commission into National Natural Disaster Arrangements following the Black Summer bushfires (2019--2020) to support children in understanding their role during a national emergency or disaster. This paper explores 'territories of resilience' (Rose & Lentzos, 2017) to understand how children and young people are increasingly expected to develop resilience in response to the intensification of natural disasters by climate change.