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Over the past nine years, the World Bank has sought to better understand how to strengthen the resilience of education systems under its Education Resilience Approach (ERA). This paper will chart some of the evolution of the ERA over this time. Through some of the work done under the ERA, the World Bank has for example, sought to challenge some of the common critiques or misconceptions about resilience as an approach—in respect to it being just a “buzzword”, or one which attributes responsibility and blame for crises on the shoulders of individuals or households. Through research commissioned under the ERA, it has become clear that more transformative frameworks for supporting resilience must be established, particularly to deal with some of the wicked and complex issues in fragile and conflict affected contexts. Preventing violence and conflict, for example, will require not only changes at the individual level (e.g., through cognitive-behavioural workshops or CCTs) or community (e.g. community participation approaches), but also structural changes (government, media, corporate social responsibility, etc.). Highlighting recent research of how resilience focussed approaches can catalyse change from individuals to institutions and vice-versa, this presentation highlights the importance of seeking out opportunities to understand such processes better, and to identify assets amidst adversity.