Building resilience in children who are Looked After can be especially challenging. This article focuses on the practice of a teacher working with children who were struggling to be included in mainstream schools. The first study shows how a young person was helped to self-reflect, including identifying positive values as strengths in his life. The other study shows how a young person's moral identity was nurtured by volunteering in his community and the impact of this on his resilience. The importance of self-awareness, self-efficacy and self-esteem is discussed with reference to both moral identity and resilience. Examples are given of how resiliency emerges with well-attuned support. (Contains 3 notes.)