Existing studies have focused on examining how academic buoyancy or the ability to cope with day-to-day challenges in school may be linked to academic functioning. This review article reported the current state of the academic buoyancy literature in the educational contexts. Findings from previous investigations on the theorizing, measurement, predictors, and consequences of academic buoyancy are summarized. Research gaps are also identified to proposed future research directions. Results on the association of academic buoyancy with positive academic functioning and well-being outcomes are used to draw practical implications for school psychologists and guidance counselors in the school settings.