This article discusses the nature of resilience in children, means to measure and verify it, and attempts to promote it through education; it also describes a study of parental, teacher and caregiver efforts to promote resilience in children. The International Resilience Project examined resilience factors children and their parents use in response to constructed situations of adversity and the developmental differences in acquiring this trait. In this study, 589 children ranging in age from under 3 years to 11 years old and their parents or caregivers responded to a sample situation involving a parent and child. Subjects were from 14 countries experiencing cultural change or war. While an insignificant number of children under age 3 responded, of the children in the other 2 age groups, younger children showed less resilience in their responses than older children. Evidence of resilience-promoting behavior was found to be almost equal across parents in each age group. The article discusses reports of personal experiences in addressing adversity drawn from the study. Based on the study's findings, the article presents suggestions for effective interventions to encourage resilience in children. Resilience features are classified into three phrases. Examples of three phases are: I HAVE people around me I trust and who love me, no matter what; I AM a person people can like and love; I CAN talk to others about things that frighten me or bother me. Other sample statements using these phrases are provided. (Contains 16 references.) (JPB)