The current research aims to identify 1. Academic resilience of the research sample 2. The significance of the statistical differences in academic resilience according to the variables of gender and school stage. In order to achieve the objectives of the research, the researcher translated the scale (Chisholm et al, 2018) to measure academic resilience, and after verifying the validity, stability and suitability of the tool to the current research, it was applied to the basic research sample of (300) male and female students from the distinguished schools in Baghdad Al-Karkh (the first). The second, third) were chosen by the stratified random method, and after processing the data statistically using the arithmetic mean, standard deviation, t-test for two independent samples, Pearson correlation coefficient, Cronbach equation and analysis of multiple variances, the researcher reached the following results 1- Distinguished school students enjoy high academic steadfastness. 2- There are no statistically significant differences in academic resilience according to the gender variable (male, female), while there are statistically significant differences in academic resilience according to the stage variable (second intermediate, fifth preparatory) and in favor of the fifth preparatory. 3- There are statistically significant differences in academic resilience in the interaction between gender and school stage, and the source of the differences is (female second average with female fifth preparatory) in favor of a fifth preparatory female.

The current research aims to identify 1. Academic resilience of the research sample 2. The significance of the statistical differences in academic resilience according to the variables of gender and school stage.