First, the concept of the term "resilience" is introduced and summarized as an adaptive, dynamic "buffering process" of children's mental power of resistance against biological, psychological and psychosocial development risks. Subsequently, based on a critical discussion of the current research findings, protective factors are presented, which is followed by an approach to the concept of resilience from interdisciplinary perspectives. The latest findings from developmental neurobiology show that genetic as well as environmental factors have their important share in the development of resilience. This builds a bridge to the consideration of resilience with regard to attachment theory. Accordingly secure attachment could be seen as a condition for a resilient conduct of life. In this context, the concept of "earned security" is additionally taken into account. Furthermore, the relevance of resilience for the field of pedagogics is shortly and critically considered. With reference to a psychoanalytic approach to the concept of resilience self-regulation, internal integrity, mentalization and self-reflection are elaborated on, as well as the similarity to the psychoanalytic concept of ego strength. In conclusion, a critical discussion of the concept of resilience and its benefits as well as potential risks related to it is presented.