In this paper, I argue that focusing on resilience education fails to appropriately reflect the socio-political nature of character. I define protective epistemic character traits (PECTs) as epistemic character traits which aid students in avoiding, limiting or mitigating harm in the classroom. I argue that the relationship between epistemic character and protection in hostile classrooms is importantly influenced by context in two main ways: (1) the exercise and development of some PECTs may carry significant cost for some students, and (2) social and developmental factors may promote or obstruct the development of virtuous PECTs for individual students. I employ two principles from Ian James Kidd's critical character epistemology--aetiological sensitivity and normative contextualism--and propose a revised approach to resilience education. I argue that this revision requires an increased focus on changing underlying structures of oppression and cautions against teaching a standardised list of epistemic virtues.