Adverse childhood experiences (ACEs) are associated with long-term cognitive and psychological outcomes that influence academic functioning. Executive function—comprising working memory, inhibitory control, and cognitive flexibility—has been identified as a key mechanism linking early adversity to adaptive outcomes. Resilience, meanwhile, represents the capacity to adapt positively despite adversity. This study examined the relationship between executive function and resilience among students with high ACE exposure using a correlational design. Results indicate a significant positive association between executive functioning and resilience, suggesting that cognitive regulation may support adaptive coping among individuals exposed to early adversity. Findings contribute to trauma-informed educational research and highlight the value of strengthening executive skills to support resilience.