Researchers have stressed the importance of developing resilience in young children so that they can successfully address social-emotional challenges later in life. There is a gap in early childhood research regarding the prevention of social ills, such as bullying, depression, and anxiety, by developing resilience and promoting pro-social behavior in young children. The five elementary school social workers from the U.S. Midwest who participated in this study expressed a need for programs to directly address the development of psychological resilience beginning in early childhood. This qualitative study explored the perspectives of these school social workers about existing programs dealing with the development of resilience in early childhood and recommendations to improve the development of resilience in young children. An interpretive phenomenological analysis was used in two rounds of one-on-one open-ended interview sessions. During the first round of interviews, the social workers expressed interest in focusing on the thoughts of children to develop psychological resilience. Conceptual clarity was achieved in the second round by discussing the development of psychological resilience as the handling of thoughts. The social workers expressed the need for more research that leads to programs that promote deep adult-child one-on-one connecting by refining adult listening skills. The conclusions drawn from this study indicate possibilities for social change, such as preventing bullying, depression, and anxiety.