Four decades of research on resilience in young people provide compelling data and models that have important implications for schools and strengths-based school counseling (SBSC). Resilience is defined in relation to competence in developmental tasks and risks to positive development, with reference to key promotive and protective roles of schools and school staff. Implications of a resilience framework for schools are delineated, including positive approaches to mission statements, models of change, measuring positive progress, and mobilizing powerful systems for changing the direction of human development. New horizons of research on resilience are described, along with the potential of integrating SBSC with resilience frameworks in transformative efforts to promote the success of young people in school and throughout life.