Dealing with different situations and obstacles is an integral part of individuals’ lives. Every person reacts to events in his own way and how will he adapt to them depends on his resilience. Psychological resilience means the process of positive adaptation to the environment despite stress and is influenced by many factors. Factors that make it difficult to cope with adversity in times of danger are called risk factors, and factors that facilitate adaptation are described as protective. In addition to factors, coping with an unfavorable situation requires certain strategies that need to be continuously developed, and the individual and the environment are equally responsible for their development. Given that the child spends most of his time in the educational community, recently the development of strategies takes place through appropriate prevention programs. The Penn Prevention Program, Friends for Life: A Positive Mental Health School Program and the European Resilience Curriculum for Preschool and Primary School are some of the programs that offer a number of skills needed to develop resilience, such as academic, social and emotional. An optimistic view of the world, positive thinking, appreciation of difference and problem solving are just some of the skills that are inherent in these programs. Teachers, as well as all other members of the educational community, are responsible for their successful testing and effectiveness. A review of the literature makes it clear that the development of resilience is key to coping with stressful situations and everyday problems. All members of the child's environment should work to increase the factors that contribute to resilience, so that children are able to cope with adversity and better adapt to life in the community. The aim of this thesis is to show how resilience in children can be developed in the educational community thanks to the teacher and proven prevention programs.