Science and Education Publishing American Journal of Educational Research 2327-6150 5 2 2017 2 10 School Based Programs for Socio-emotional Development of Children with or without Difficulties: Promoting Resilience 131 137 EN Stavrou P.D. Department of Psychology, University of Athens, Athens, Greece Kourkoutas E. EDUCATION2017524 10.12691/education-5-2-4 2016 10 6 2016 11 25 2017 2 8 Contemporary research and the ecosystemic psychological approach both underline the role of school community in promoting psychological resilience and well-being of students, especially in case of students with socio-emotional difficulties. The aim of this study is to provide a description and evaluation of school based programs for prevention or intervention in case of students with socio-emotional difficulties, as well as school based programs that promote resilience and psychosocial well-being for the general student population. Overall, effective school based programs seem to be characterized by a holistic approach of students' symptoms, interpreting them as a reaction to problematic relationships between children with difficulties and their teachers, family and school. Under this scope, interventions are collaboratively implemented by the educational staff, mental health professionals and family, and aim at the development of a supportive school climate that promotes resilience and cultivates students' sense of belonging to their school, especially in case of students with socio-emotional difficulties, to create a system of social-emotional support for students, teachers and parents in need that could form the foundation of resilient schools and classrooms.