This paper conceptualizes security literacy as an educational competence linked to societal resilience and national defence preparedness. It combines theoretical discussion with an interpretative use of recent Czech survey material from primary and secondary schools. The Czech case suggests a mismatch between the perceived importance of security-related competencies and their fragmented institutional presence in formal education. The article argues that schools should be understood as part of long-term civilian preparedness and recommends clearer curricular anchoring, stronger teacher preparation, and more systematic practical instruction.