In education and society, resilience and mindfulness are valued more for their instrumental benefits, than for their moral value. They both assist specifically with the evasion of what are seen as negative and harmful emotions, and with the related development of positive emotions and behaviours, for functioning in schools and in society. Yet while resilience and mindfulness are regarded as educational assets today, there are also problematic aspects of their promotion and cultivation in schools and society. Additionally, these qualities can be cultivated for good or ill use, as with other emotional virtues explored here. This chapter examines each of these traits in turn, tracing from philosophical, psychological, and political perspectives how they are framed in relation to emotional virtues, and approached within education and society. As with the emotional virtues explored here thus far, resilience and mindfulness may be useful for the emotional development of young people, but there are also limitations to promoting them, particularly in relation to education for social justice.