In their professional practice, social educators may become teachers of resilience. The aim of this paper is to provide some answers to questions that often arise about teachers of resilience in the social field. Can we identify elements that are essential to becoming a teacher of resilience? What are they? We know that in some social practices, the educator becomes a teacher of resilience in a range of contexts and environments. Consequently, we present some proposals on resilience used by social education professionals. Our understanding of the educational relationship is based on a belief in the possibility of change and in students taking responsibility for their actions and meeting requirements. This enables us to comprehend what a teacher of resilience is and how they work. Finally, we consider how teachers of resilience must also provide and work in different contexts of resilience.