The study examined children's self-reported socio-emotional characteristics (loneliness and sense of coherence) and perception of their homeroom teacher as a secure base among 3rd-graders with reading difficulties prior to formal diagnostic assessment, thus controlling for the possible impact of diagnosis. In line with resilience theory, this study also aimed to further explore the resilience of these children with reading difficulties. The sample comprised 266 3rd-graders from regular classrooms: 118 children with reading difficulties and 148 without reading difficulties. Significant inter-group differences emerged on all three measures. Moreover, children's perception of their teacher as a secure base correlated significantly with feelings of loneliness and with sense of coherence. In addition, a subgroup of resilient children emerged among the children with reading difficulties. The distribution of resilient and non-resilient children revealed significant inter-group differences. Discussion focused on the theoretical model of developmental adaptation, providing a comprehensive and dynamic view of developing children, and pinpointing research future directions and counselling implications.