The resilience of teachers working in deprived environments: How reflection on personal teaching practice can help to overcome adversity – Teaching in deprived areas presents many challenges. There have been several studies of teachers’ resilience in this context, and some have shown that professional skills are an essential protective factor for teachers working in such environments. Some reports also show that reflection on one’s personal teaching practice can help to develop these skills. This doctoral study sought to explore the relationship between the resilience of teachers in deprived areas and their reflection on their professional practice. It involved twenty-three teachers from seven very deprived primary schools in Montreal, who were asked to complete a questionnaire on the quality of their working lives and keep a self-evaluation diary of their day-to-day stress levels. They then took part in a semi-directed personal interview. Quantitative and qualitative analysis of the data identified four resilience profiles in the subjects, and described how they reflected on their teaching practice, taking account of the process and content of the reflection. A comparison of the two extreme cases in the sample, the most and least resilient teachers, showed significant divergences in terms of reflection. The discussion highlights the relationship between resilience and reflection, and ways of encouraging the development of such resilience.