This thesis deals with optimism and pessimism, learned helplessness and psychological resistance. Positive attribution style and optimisim are the basis of psychological resistance, while negative attribution style and pessimisim harm its development. The final form of pessimism is learned helplessness which can ruin the mental wellbeing of a student. Optimism and constructive problem-solving strategies can further develop psychological resistance in students, as well as their mental health. Qualitative research was conducted in the second grade of an elementary school. The sources of optimism and pessimism as well as problem-solving strategies of their own problems, tasked problem and the problem that a third person party would solve, were tested. The most common personal problem that students mention are tied to family issues and school. Results indicate that the most common source of optimism for students are family relationships and for pessimism, it is conflicts within the family. The most common problemsolving strategy for their own problems is an emotional reaction, however, with tasked problems and problems solved by a third party (protagonist) it is strategies focused on problem-solving. The results show that there is a possibility, as well as a need for learning different problemsolving strategies and how to develop optimism. When students were given a problem through a story, they were more likely to use different problem-solving strategies, which makes this a good way of teaching problem-solving skills. In the end, a reflection is given on the existing programs for optimism and psychology resistance development that should be implemented in mandatory schooling