Objective: To date, the factors contributing to emergence of resilience in different stages of adolescence have yet to be sufficiently examined.This study looks at the influence of extracurricular activities on resilience. Method: The sample consists of 413 adolescents (f = 14.8) reporting personal problems (mood, concentration problems, behavior). The effect of extracurricular activities on resilience (gathered by the RS25) was analyzed by linear regression models. Predictor variables in these models were extracurricular activities (sport, hobbies, club memberships, household duties) and the subscales of the SDQ (Strengths and Difficulties Questionnaire). Because of the lack of homoscedasticity, two different regression models (model A: Realschule and Grammar School. Model B: Hauptschule) were specified. Results: The explained variance of both models (model A: R = .516; model B: R = .643) is satisfactory. In both models "prosocial behavior" (SDQ) turns out to be a significant positive predictor for resilience (model A:beta = 2.815; model B;beta = 3.577) and emotional symptoms (model A:beta = -1.697; model B:beta = -2.596) are significant negative predictors for resilience. In addition, model A presents significant positive influences of sport (beta = 16,314) and significant negative influences of "hyperactivity" (SDQ). In contrast, in model B "club memberships" (beta = 15.775) and" peer relationship problems" (beta = 1.508) are additional positive predictors. Conclusions: The results of the study demonstrate the important role of prosocial behavior and emotional competence in the manifestation of resilience. The effect of extracurricular activities proves to depend on the social environment (type of school). Thus, these results could form the basis for further more specific developmental programs.