The main scenario in which resilience develops, understood as the process in the face of situations of adversity that allows us to learn through experience, includes two of the main institutions of socialization: the family and the school. In each of them we have found an important figure that promotes the socioemotional development of children: parents and teachers, respectively. It is essential that teachers become resilience tutors, as Cyrulnik (1999) argues, when dealing with children in special education centers who suffer from various types of disabilities (deaf and blindness, autism, some degree of mental retardation, etc.). Resilience guides or tutors are people who provide security to these children in traumatic or harmful situations, who help them overcome adversity and teach them strategies to develop their strengths and competencies. For this reason, it is crucial that teachers possess the appropriate strategies and competencies so that they can be an adequate source of emotional support. This book allows us to delve deeper into this fundamental concept thanks to the reflections of specialists such as Rosa Mateu-Pérez, Mónica García-Renedo, Raquel Flores-Buils, José Manuel Gil-Beltrán, Antonio Caballer-Miedes, Stephan Hedrick, Jennifer Deni, Corinne Zacharyas, Luc Brunet, María de las Olas Palma, Isabel Hom-brados-Mendiete and Cristina Villalba Quesada.