Promoting resilience is increasingly central to strengthening child mental health and wellbeing (Patel, Flisher, Nikapota & Malhotra, 2008). Preventative approaches involve removing and reducing the impact of risk factors for child abuse and neglect and bolstering protective factors in the child’s environment (Wilkins, Myers, Kuehl, Bauman & Hertz, 2018). Schools are a key target for preventative initiatives and can provide students with positive experiences and interactions which promote and protect their wellbeing (Dorado et al., 2016). Teachers can help students in their care develop these important coping and social skills through classroom-based coping skills instruction. Providing education on risks and raising students’ awareness of available social welfare and community-based supports and building relationships with families are also useful strategies to preventing trauma and adversity (Dorado et al., 2016). Further information is provided later on the procedures for reporting and accessing child welfare supports in your country. Importantly, teachers can play a central role in building children’s social and emotional skills and their capacity to deal with trauma, adverse or challenge life circumstances and even day-to-day worries and stress. Indeed, positive teacher-student relationships and positive experiences in the classroom and school setting can have potentially far-reaching benefits, promoting long-term emotional adjustment and better outcomes in adult life (Hamre & Pianta, 2001).