This paper focuses on resilience and its learnability. It seeks to find out teachers’ perception of resilience and whether this is a competence to be developed in present-day education. It also explores the relation between resilience and disaster management knowledge, attitudes, gender, family situation and optimism in teenagers. The main findings show that there is little awareness among teachers of the need to build resilience and on the side of the students’ expectations to learn about resilience in school, besides other environments. Resilience has different dimensions: physical, psychological, educational, professional, organizational etc. In the context of climate change and disaster risk management, a new type of resilience becomes relevant for sustainable development of humankind both at individual and community level. This research explores the environmental dimension of resilience with focus on individuals and recommends its inclusion in the educational system. Scientific developments prove that resilience, apart from being a genetically inherited trait or an outcome of challenging life experiences, is a skill that can be cultivated. This paper advocates for learnability of climate resilience at a young age and sustains the hypothesis that if clearly defined, infused into learning contents and developed with a gradual approach, this competence could be seen as an investment in human endurance and balanced development.