Student mental health disorders have seen an uptick in prevalence in the United States within the past five years. The current study explores the idea of improving student mental resilience as a way to combat the rising percentages of students who suffer from mental disorders. The study uses a mixed-method design that quantitatively includes an analysis of student depression, anxiety, stress, and resilience levels over time, while also incorporating teacher opinions and reflections as its qualitative component. Fourth and sixth grade students attending a rural, Ohio school district were included as the study's participants. Student well-being levels were measured by the Depression Anxiety and Stress Scale--21 (DASS-21) while student resilience levels were measured by the Connor-Davidson Resilience Scale--25 (CD-RISC-25). The experimental group was taught lessons from the American Psychological Association's promoted program, "BAM! A Student/Teacher COVID-19 Recovery Program." It was determined that students in the experimental group did not show significantly different resilience levels after they had been taught the "BAM!" curriculum. Student depression, anxiety, and stress symptoms did show to be significantly reduced from the group's pretest data, however, when compared to the control group at the final time interval, the change in data was no longer considered significant. "BAM!" may have the potential to decrease student mental disorder symptoms, but continued research with larger and more diverse sample populations will be required to confirm this claim. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]