The COVID-19 pandemic served as a stress test for education systems across G7 nations, including Canada, England, and France, revealing critical insights into building resilience in education. Resilience should encompass not only the ability to cope with disruptions but also the capacity for students to continue learning and remain engaged, particularly those from economically disadvantaged backgrounds. Research indicates that students with strong non-cognitive skills, such as emotional stability and perseverance, perform significantly better academically. Effective policies identified include targeted academic support, like England's National Tutoring Programme, which directs resources to where they are most needed, and proactive mental health strategies, as seen in Belgium. Additionally, comprehensive data collection is vital for tracking student progress and addressing inequalities. The lessons learned highlight that education systems must not only recover from the pandemic but also evolve to create more equitable and resilient frameworks that support all students in their academic and personal development.