Manuela Diers examines the extent to which social support from teachers influences resilient developmental trajectories of students. Based on the framework model of resilience and a salutogenic perspective, the author relates the developmental paths of at-risk young adults to the social support they perceive from teachers. She highlights ways in which teachers can proactively address pathological developmental paths without overstepping the boundaries of pedagogy. The guiding question is which resources can be activated in schools to support at-risk children and adolescents and to promote their resilience. This is particularly important as children exposed to psychosocial risks face challenging starting conditions in school.