From a socio-ecological perspective of resilience, social ecologies are crucial to children's functional outcomes in the face of adversity. Schools, in particular, are integral to the multiple social systems that children are embedded in. Consequently schools have a special responsibility towards meaningfully and routinely supporting children's resilience. Drawing on a synthesis of 33 publications, I document the everyday ways that school ecologies enact this responsibility. I caution that although much of this everyday routine is potentially protective, it neglects important leverage points for supporting resilience. These include championing resilience in contextually-sensitive ways, pre-empting risk and advocating for systemic change, and being mindful of the costs of resilience. To optimize these leverage points, school psychologists need child-informed understandings of how school ecologies facilitate resilience differentially. They also need to adopt an activist stance that animates social change. The resilience-themed edition of "School Psychology International," which this article introduces, develops this agenda.