This paper examines how resilience is defined and understood in the context of geography education, and how geography curricula can contribute to developing resilience in individuals and societies. Although resilience has been studied widely in fields like ecology and psychology, its role in education needs further attention. This study distinguishes between narrow, individualistic conceptions of resilience focused on personal coping skills, versus broader definitions encompassing the capacity of communities and societies to anticipate, respond to, and transform in the face of disruptions. An analysis of secondary school geography curricula from Australia, Canada, China, Ethiopia, South Africa, and the United States reveals that while the term "resilience" itself is rarely mentioned explicitly, the curricula incorporate many related concepts such as risk, adaptation, sustainability, and human-environment systems. Specific topics that lend themselves to developing resilience understanding include natural hazards, climate change, resource management, and human migration. Coupling pedagogical approaches like problem-based learning, GIS mapping, and research projects also lend themselves to building resilience capacities. We argue that by developing spatial thinking abilities and understanding of interconnected environmental and societal systems, geography education holds unique potential to cultivate resilience. Now is the time to explicitly incorporate resilience in geography curricula to ensure this potential is realized. Enhancing resilience capacities through geography education is vital for empowering current and future generations to navigate an unpredictable world.