Resilience education typically focuses on developing the resilience capabilities of students. Worldwide, classrooms are experiencing rapid change as a response to advances in technology, stronger recognition of prior knowledge of students, instant access to more information than the teacher knows, double-income families, children who have grown up in childcare, and multiple varieties of blended families—to name a few trends dominating contemporary times (Jones, 2006; Skaalvik & Skaalvik, 2011). Research confirms that less resilient students may be at risk of failing or dropping out of school (Hess & Copeland, 2001; Luthar & Barkin, 2012). This perceived lack of resilience in students has given rise to the development of multiple off-the-shelf scripted programs so that resilience skills can be taught (Morrison & Redding Allen, 2007). In this context, there is a growing body of literature that highlights risk factors posed by a lack of resilience in teachers, suggesting if they are not resilient they may be ineffective (Day & Gu, 2009; Gu & Day, 2007) or so stressed they leave the profession (Beltman, Mansfield, & Price, 2011; Howard & Johnson, 2004). In initial teacher education programs preservice students develop a range of capabilities, often dominated by subject knowledge specialisation, but this may not fully equip them for the reality of life in the classroom (Gu & Day, 2007). A critical review of the literature reveals there is a gap in the field regarding the resilience of teachers in regard to the roles they must fulfil outside of their main teaching area, in particular in the role of pastoral care teacher, where they may be required to focus on the development of resilience in their students (Jones, 2006).