Today, the examination pressure, expectations for achievement, social adjustment difficulties, earthquakes, pandemics, and other psychosocial risk factors that students encounter in their academic lives affect not only their academic performance but also their adjustment processes. In this context, the concept of academic resilience, which explains students’ ability to maintain their academic functioning despite various challenges, has gained increasing importance in the field of educational sciences. Closely associated with the strengths-based perspective of positive psychology, academic resilience is defined as an individual’s capacity to pursue academic goals despite failure, stress, and adverse life experiences. This chapter first explains the theoretical foundations of academic resilience within the framework of resilience theory and the positive psychology approach. Subsequently, the concept of academic resilience and the theoretical perspectives that explain it are discussed. The chapter also examines the relationships between academic resilience and school-related variables such as academic achievement, school engagement, school burnout, and well-being. The final section focuses on practices aimed at fostering academic resilience in schools. In this regard, the roles of school counselors, teachers, and schools are addressed, and the contributions of strengths-based guidance and counseling services to the development of academic resilience are discussed. In conclusion, academic resilience is emphasized as an important protective factor that supports not only students’ academic achievement but also their ability to pursue their academic goals in a healthy and sustainable manner. Furthermore, practical recommendations are presented regarding how academic resilience can be supported within educational settings.