This article is intended to refl ect and give visibility to some of the new knowledge emerging ‘from’ and ‘in’ research on education for resilience— and that is molded in all the article in order to better understand the concept of resilience, a concept with an interactive and multidimensional character—and highlight some of the different components that addresses a resilient human being—student or teacher—in a more dynamic way, which highlights an opening to the infl uence of the contexts in which the confrontation takes place with the adversity—and that goes beyond the consideration of the factors involved as part of a process seen only in terms of linear causality. Thus, with this work, we put the following questions: How do education for resilience and build a fair coexistence in a global society, complex, plural and increasingly multicultural with the students from the periphery of southern Europe? How education for resilience can contribute to change an educational model, in order to prevent social exclusion at school, present in today’s society, namely, on the outskirts of the periphery of southern Europe? In this context, the methodological design of this article is developed from the conceptual tools about the interrelationship between education of human beings, their genetic potential and the environment in which your life unfolds, that resilience can presented as very important to overcome the difficulties inherent in the educational act.