Many gifted children and teens live with the same sorts of family factors that place the general population at risk. These include chronic illness, substance abuse, significant academic underachievement of parents/guardians, low socioeconomic status, teen pregnancy, and teen parenthood. Another predictor of risk for gifted kids may be the inappropriateness of their educational settings. When studying those who are at risk, one finds that resilience is important in overcoming the challenges of life. Children who are resilient are better prepared not only to survive, but to succeed. If teachers can help gifted children develop resilience, they can empower them to overcome risk-related problems and to advocate effectively for their own safety, well-being, educational needs, and general happiness. Research has highlighted four categories of behaviors that promote resilience: (1) intrapersonal relationships; (2) interpersonal relationships; (3) increased competency; and (4) working effectively with persons in authority. The author presents general resilience-building methods, and encourages teachers to consider age, maturity level, and personality of each individual child when adapting the described approaches.