This chapter critically explores how the concept of resilience is applied in UK education, often in ways that are biased and stigmatizing, reflecting a neoliberal focus on self-responsibility. It begins by defining resilience and outlining its use in schools, followed by an analysis of how resilience interventions are implemented. The chapter problematizes resilience as a concept, highlighting contradictions in its definitions and the role of school cultures and structural processes in either facilitating or impeding resilience. Research and practice examples focus on three groups: children who are or have been bullied, children from minority ethnic communities, and children with learning difficulties. Despite demonstrating significant resilience in the face of adversity, discrimination, and marginalization, these groups are often viewed as lacking in resilience. The chapter argues that focusing on ‘competencies’ and ‘capacities’ positions resilience as an accusation against those deemed to lack these traits, leading to ‘othering’ and neglecting children’s voices and identities. To counter this, inclusive practices that value the unique characteristics of all children are essential. This involves uniting social-policy, education, and well-being practices, promoting collaboration among children, parents, teachers, and leaders, and prioritizing children’s voices through interdisciplinary and reflexive approaches.