This paper critiques the role of resilience and grit in neoliberal education. Both concepts have become popular within research, policy, practice, and public discourse about education. Proponents claim that the concepts affirm and support the ability of marginalized youth to succeed in schools and society. However, resilience and grit minimize the impact of structural inequality and social domination on oppressed youth in schools, obscuring the necessity of collective struggle in order to achieve educational liberation. Resilience and grit function as what the author calls the "terms of endurance" in neoliberal education because they individualize and depoliticize educational problems and practice. Against the affirmation of durative language in the cultural politics of education, the author calls for critical educators to insist instead on a transformative approach.