This self-study action research investigated: what are the learning and teaching opportunities available in my first class classroom to promote resilience? Inspired by the growing interest surrounding resilience, well-being and mental health in children, this study grew out of a personal interest with the aim of introducing resilient approaches to teaching and learning in my classroom. Interventions were introduced in the form of increased interaction time, Fun FRIENDS programme, mindfulness activities and visual art lessons. The self-study action research model of this study allowed me to examine my own practices while working alongside the children as co-researchers. Qualitative data was collected and analysed using a reflective journal, surveys, classroom observations, visual data methods and finally feedback from critical friends. By engaging in reflective practice, a living theory was developed that demonstrates my core values. Findings include insights into the following: Teacher modelling of resilience  Developing meaningful relationships in the classroom  Cross-curricular links  Promoting learner agency Resilience is developed from ‘ordinary rather than extraordinary processes’ (Masten, 2001). Considering that ‘no one is exempt’ (Grotberg, 1995, 5) from adversity, I believe that resilience is an essential life-long skill for young and old that must be nurtured throughout a child’s education so that children can effectively cope with the inevitable stresses of daily life. I strongly abide by the influential words of Laurence Stenhouse who argues that “it is teachers who will in the end change the world of the school by understanding it” (1981:104). It advocated my firm belief that teachers are one of the greatest assets of any education system. We, teachers stand on the frontline in the transferral of skills and values and so have a significant role in how knowledge is absorbed by our students.