ABSTRACT
This chapter considers mental toughness in terms of its importance within secondary schools. The potential malleability of mental toughness suggests that to the extent that mental toughness is important for educational outcomes, mental toughness training has the potential to improve adolescent's attainment and experiences at school. Data was gathered on mental toughness, academic attainment, school attendance, and body-mass index. The relationships between mental toughness and disruptive behaviour suggest that mental toughness training has the potential to improve adolescent's behaviour in the school classroom. If mental toughness indeed acts as a resilience resource when confronted with pressure or stress then student's scoring highly on mental toughness may better cope with the transition from primary school to secondary school. If mental toughness can be developed or improved through appropriate interventions then there are many possibilities for improving the educational outcomes and experiences of children and adolescents.
