Nurture groups are popular teacher-led interventions in the UK, considered to improve children's ability to learn by enhancing their emotional wellbeing. As Nurture group staff may work with children with overt behaviour presentations, it is important that staff resilience is supported. This study explores what school-related factors support nurture group staff's resilience and aims to identify roles schools and educational psychologists could play in supporting staff's resilience. Eight nurture group practitioners in one Outer London borough were interviewed to understand what fostered and supported their resilience. Data was analysed using Interpretive Phenomenological Analysis. Findings identified that specific interactions between personal and environmental factors support nurture group staff's resilience in schools. "Understanding resilience," "Identity," "School structure" and "Navigating the challenges of the role" are important themes identified. These findings were aligned with existing literature. Practical implications for schools and educational psychologists have been provided to develop and sustain nurture group staff's resilience, at individual, school and community levels. Directions for future research have also been discussed.