The purpose of this quantitative research was to understand resilience in alumni of SRSSs for gifted students through an analysis of relationships between adolescent ecological influences and resilience scores later in life. Resilience is an important skill for career advancement (Beltran, 2022), which was the reason many of these schools were created (MacFarlane, 2021a). However, students have formative experiences before they come to an SRSS, and these factors continue to influence their psychosocial development even as they attend the school away from home (Cross & Swiatek, 2009). To create an environment that fosters resilience in addition to academic excellence, stakeholders need baseline data to inform the design, programming, and operation of the SRSS. For this study, resilience was defined by the Resilience Scale for Adults (RSA), a validated scale that quantifies the factors that have been shown to be protective against adversity: personal strength (perception of self and perception of future), social competence, family coherence, social support, and personal structure (Friborg et al., 2003). Responses to the questionnaire were analyzed by subgroups describing external factors such as which school they previously attended, the urbanity of the community in which they were raised before attending, and the family structure in which they were raised.In chapter 2, the literature was reviewed to provide context on how resilience is fostered in gifted students and how a distinct setting, residential schools, can proactively support the development of resilience in this population. The theoretical foundations that guided this study described the internal (Kaufman, 2020) and external (Bronfenbrenner, 1979) forces that influence the development of resilience, and how inherent qualities of giftedness affect this psychosocial development (Dabrowski, 1964), including self-actualization, social ecology, and overexcitability. Through online distribution of an anonymous survey link that was facilitated by the administrators of the 12 residential schools in the National Consortium for gifted students, 521 responses were recorded. The major finding was the consistency of resilience scores across the sample, regardless of age or background. Future research should continue to explore resilience in American gifted individuals and how the SRSS model can better support students regardless of their background. Meanwhile, faculty and residential staff can continue to seek professional development on the unique needs of this population so SRSSs can help gifted students realize their potential as future leaders in an increasingly technical and competitive world. [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.]