University inductees may be increasingly vulnerable to stressors during transition into higher education (HE), requiring psychological resilience to achieve academic success. This study aimed to profile inductees' resilience and to investigate links to prospective end of year academic outcomes. Scores for resilience were based on a validated Connor Davison Resilience Scale (CD-RISC) drawn from 1534 inductees in a single UK university. A four-stage analysis revealed that incremental resilience was more facilitative of females' prospective academic attainment, but less functional and more convoluted for males. This large, distinctive study has implications for student support practices and highlights that the relationship between resilience and academic achievement requires further consideration in HE.