resilience, lower-secondary students, school environment, mental health, socio‐emoční učení (SEL), prevention.

The aim of this theoretical review is to analyze current research and practice on developing resilience among lower‐secondary students in the Czech Republic. We define resilience, outline its theoretical background and historical evolution, and discuss its relevance to school settings. Drawing on a systematic search (2015–2024) of peer‐reviewed studies, we identify key factors that shape students’ capacity to cope with adversity and summarize existing school‐based programs. Findings indicate that effective support requires a whole‐school approach integrating individual, relational, and institutional dimensions and embedding social and emotional learning (SEL) into everyday practice.

The aim of this theoretical review is to analyze current research and practice on developingresilience among lower‐secondary students in the Czech Republic.We define resilience, outline its theoretical background and historical evolution, and discuss itsrelevance to school settings. Drawing on a systematic search (2015–2024) of peer‐reviewed studies,we identify key factors that shape students’ capacity to cope with adversity and summarize existingschool‐based programs.Findings indicate that effective support requires a whole‐school approach integrating individual,relational, and institutional dimensions and embedding social and emotional learning (SEL) intoeveryday practice.