Objective: To investigate the association characteristics between psychological resilience and Internet gaming addiction among primary and secondary school students across different educational stages, so as to provide evidence for stage specific intervention strategies. Methods: A total of 30 719 students from primary schools, junior high schools, and senior high schools in Guangzhou, were selected using a cluster random sampling method from October to December 2025. The 10 item Connor- Davidson Resilience Scale (CD-RISC-10) and the Internet Gaming Disorder Scale-Short Form (IGDS9-SF) were used to assess students phychological resilience and Internet gaming addication levels. One way analysis of variance was used for group comparisons. Network analysis was conducted to construct joint networks of psychological resilience and Internet gaming addiction across different educational stages, with a focus on identifying bridge nodes between the two domains. Results: Significant differences were observed in psychological resilience points (24.9±8.0, 24.3±8.2, 24.8±7.8) across priamry school, junior high school and senior high school ( F=18.91, P <0.01). There was a statistically significant difference in the scores of Internet game addiction points ( 17.7 ±7.6, 18.6±7.3, 19.2±7.0) among students across priamry school, junior high school and senior high school ( F=85.68, P <0.01). Psychological resilience was negatively correlated with Internet gaming addiction scores among primary school, junior high school, and senior high school students ( r =-0.27, -0.28, -0.19, all P <0.01). Network analysis revealed relatively close associations between psychological resilience and Internet gaming addiction across all educational stages. The bridge nodes were "withdrawal symptoms" for primary school, "toughness" for junior high school, and "loss of interest" for senior high school, with bridge expected influence values of 1.37, 1.31, and 1.18, respectively. The expected influence and bridge expected influence demonstrated good stability across the three educational stages, with correlation stability coefficients of 0.75. Conclusions The cross-community connections between psychological resilience and Internet gaming addiction differ across educational stages. Prevention and control of Internet gaming addiction should incorporate targeted interventions based on key bridge symptoms identified at each specific educational stage.