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Abstract: The study reveals the role of resilience in overcoming difficult situations among students of different sexes. The purpose of the study is to identify gender differences in the relationship of resilience and ways to resolve difficult situations. The study was conducted on a sample of students aged 20 to 25. Males — 52 people and females — 50 people. In the study, we used the methods: the questionnaire “Resilience of the Personality” (by A. Nesterova), the questionnaire “The Resilience of an Adult Person” (by A. V. Makhnach ), the questionnaire “Overcoming Difficult Life Situations” (adaptation by N. E. Vodopyanova). Statistical data processing was carried out by the method of correlation analysis (Pearson coefficient), comparing two independent samples (Mann-Whitney coefficient). The study showed that women and men have an average level of resilience. They have constructive ways to overcome difficult life situations. We found that men have higher emotional control, perseverance, adaptability than women. Men are more reserved when a difficult situation arises. Women are more inclined to dwell on the problem, feel more self-pity for themselves, blame themselves more, and are more aggressive in a problem situation. Indicators of resilience (activity, emotional control, positive attitudes, self-esteem) contribute to the constructive resolution of difficult situations. Self-esteem of women helps to resolve difficulties, activity helps to men. The resilience of men helps to control the situation and motivate yourself. The resilience of women helps to assert themselves and receive social support. The study showed that the lower the resilience, the higher the destructive ways to resolve difficult situations. Men tend to withdraw into themselves, and women — to feel sorry for themselves and blame. The results of the study help to understand the role of resilience in the choice of ways to overcome difficult situations by future teachers. They are the basis for the model of development of resilience of students.