Purpose: The purpose of this paper is to present a framework for resilience education that can be used by teachers in schools. The paper seeks to identify a common language for exploring the concept of resilience. Design/methodology/approach: The paper presents an overview of the construct of resilience as it appears in the literature. It provides a rationale for resilience education by examining the changing circumstances that impact on the work of educators. It also provides an overview of current Australian programs that promote resilience. Findings: After an extensive examination of the literature, it is suggested that resilience is discussed in the literature as a state, a condition and a practice. Consequently, a three-dimensional framework has been developed from this to help teachers understand resilience and to provide practical ways in which they can promote the resilience of their learners. Practical implications: This conceptual paper suggests that the three-dimensional framework for resilience has implications for supporting the mental health and wellbeing of children and young people. The paper highlights the important role of the school in enhancing resilience for children and young people. Originality/value: The original work of this paper is the presentation of a three-dimensional framework for resilience as a state, a condition and a practice. This framework is useful for preservice teacher education programs and for the professional development of practising teachers. (Contains 1 table.)