52 p.El objetivo del presente estudio es describir la relación entre resiliencia escolar, autoestima, y apoyo social en escolares de un establecimiento educacional de San Fernando en tiempos de pandemia. La metodología corresponde a un enfoque cuantitativo, de tipo descriptivo correlacional, diseño no experimental y transversal. A 243 estudiantes de edades comprendidas entre 11 a 19 años, se les administró la escala de resiliencia escolar E.R.E, la escala de autoestima de Rosenberg (1965) y la escala multidimensional de apoyo social percibido de Zimet y Cols (1988). Se observa una relación fuerte entre las variables: resiliencia y autoestima (r= 0.78, p= 0.00), resiliencia y apoyo social (r=0.74, p=0.00) y las variables autoestima y apoyo social (r=0.61, p=0.00). Existe una relación significativa y positiva entre las variables autoestima, resiliencia escolar y apoyo social, por lo que a mayores niveles de una variable, las otras aumentan. Se concluye la importancia de intervenir dentro de los establecimientos educacionales, para fortalecer los recursos internos y externos de los estudiantes, lo que les permite desarrollar un adecuado ajuste personal en los jóvenes, para sobrellevar de manera adecuada la etapa de retorno a clases post-pandemia. // ABSTRACT: The main objective of this work is to describe the relationship between school resilience, self-esteem, and social support in students from a San Fernando school during the pandemic. The methodology of this work is a quantitative approach, descriptive, non-experimental design, and transversal. 243 students aged 11 to 19 years were administered the E.R.E school resilience scale, the Rosenberg selfesteem scale (1965) and the multidimensional scale of perceived social support by Zimet and Cols (1988). The main results demonstrate that there is a strong correlation between the variables: resilience and self-esteem (r= 0.78, p= 0.00), resilience and social support (r=0.74, p=0.00) and the variable self-esteem and social support (r=0.61, p=0.00). There is a positive and significant relationship between the variables self-esteem, school resilience and social support, so that at higher levels of one variable, the others increase. The importance of intervening within educational establishments is concluded, to strengthen the internal and external resources of students, which allows them to develop adequate school resilience, self-esteem, and social support in teenagers to adequately cope with this stage of returning school post pandemic.