Significant adults who support and teach children are only too aware of the effects of adverse experiences on intellectual, social and personal development. Less easily predicted, however, is a small number of young people who, despite many negative experiences, seem to make a considerable success of their lives. In this paper, the intriguing notion of "resilience" will be explored and some suggestions will be offered on how educational psychologists could use both the concept and the underpinning research to challenge current practice in childcare and education, and to generate strategies for carers and teachers that can enable them to enhance the resilience of vulnerable children and young people. (Contains 2 figures and 2 tables.)