Resilience is a quality that characterizes children who, though exposed to significant stress and adversity in their lives, do not succumb to the school and life failures predicted for them. Recent research suggests ways that schools and communities can protect children from the threats that confront individuals and families. This digest interprets such findings for application in rural areas. The notion that schools and communities can nurture students' resilience and competence constitutes a radical shift away from the concept of "at risk" and its negative implications. Key protective factors found in families, schools, and communities include caring, supportive relationships; high expectations; and opportunities for social participation. Protective factors help develop resilient children who exhibit social competence, problem-solving skills, and a clear sense of personal autonomy and purpose. Because of their comparatively greater social capital, rural communities may have a head start on developing local efforts to nurture resilience. The development of such efforts includes several elements: (1) assessing local threats and setting priorities; (2) assessing and enhancing existing support systems; (3) promoting and celebrating mentoring relationships between children and adults; and (4) collaborating across agency and institutional boundaries. Resources on resilience, mentoring, and service learning, in the literature and on the Internet, are recommended. (Contains 15 references.) (SV)