The Children and Families Mental Health and Psychosocial Support Resource Collection

The Children's Resilience Programme

The Children’s Resilience Programme aims to: improve cooperation and peaceful interaction between children; improve the motivation to play, problem solving and positive attitude to others; enhance positive expectations to the future; enhance impulse control; and enhance capacity and awareness about self-protection and protection of peers. It uses a nonclinical psychosocial and protection methodology that focuses on children’s positive coping and resilience. It comprises 8-16 structured workshops for children aged 10-16 years old. The programme can be implemented for children in and out of school, during or after disasters, in situations of armed conflict, for children affected by HIV, or as part of preventative social work. It is designed to be implemented by the same one or two facilitators once or twice a week with the same group of children. This resource kit provides guidance for designing, implementing and evaluating the Children’s Resilience Programme and contains the following resources: 1. The booklet Understanding Children’s Wellbeing provides an introduction to psychosocial support, child protection and children’s reactions to difficult events. 2. The Programme Manager’s Handbook guides managers on how to plan, implement and evaluate Children’s Resilience Programmes. 3. The Facilitator Handbook 1: Getting Started consists of an introduction to the Children’s Resilience Programme, the first 5 workshops for the children, three additional workshops and two options to use to end a workshop track, as well as the guide for meetings with parents and caregivers. 4. The Facilitator Handbook 2: Workshop tracks consists of four workshop tracks that are concerned with Protection against abuse and exploitation, Children affected by armed conflict, Children affected by disaster and Children affected by HIV or AIDS. 5. The Children’s Resilience Programme Monitoring & Evaluation toolkit: These are guidelines for how to monitor and evaluate the Children’s Resilience Programme. They are designed for Project/Programme Managers and other involved and interested staff. To ensure appropriate delivery and quality of the Children’s Resilience Programme the Monitoring & Evaluation (M&E) System has two functions: 1) to monitor the progress and 2) to monitor and evaluate the outcome of the programme.

I Support My Friends Resource Kit: Equipping Children and Adolescents

This resource kit contains a comprehensive package of tools and resources to best equip children and adolescents in safe and effective peer support, together with adult mentors. It provides guidance and tools for preparing, designing, and implementing training with children and adolescents about how to support a friend in distress building on PFA. The resource kit also includes guidance for appropriate adult supervision to ensure the physical and emotional safety of child and adolescent helpers and the friends they support. The resource kit is comprised of: 1. Theory and Implementation Guide This presents an overview of key concepts and the theoretical foundation of I Support My Friends. It describes the ethical considerations and child-safeguarding actions that need to be in place to protect children’s best interests and their physical and emotional safety. It also outlines the roles and responsibilities and expected skills and competencies of trusted adults who mentor child and adolescent peer supporters. 2. Training Manual This outlines a three-day, step-by-step training package, including case studies, stories and a list of required materials and tools to support the preparation and implementation of the training. 3. Participant’s Workbook This contains the worksheets to be used by participants in the training. 4. Manual for Training of Facilitators and Focal Points (forthcoming) This includes materials to build the capacity of the adult facilitators and Focal Point(s) who will implement the training for children and adolescents. Once field tested, the package will include a training manual, agenda, PowerPoint slides and other guiding materials.

Improving Learning Environments Together in Emergencies (ILET) Package

This resource is a detailed training package on using assessments for improving learning environments in humanitarian contexts through community participation. ILET empowers communities to improve the quality of the learning environment through a data-driven, participatory, sustainable process of planning and implementing School Improvement Plans. ILET offers a set of easy-to-use data collection tools, real-time analysis, and visualization via a user-friendly web-based platform with both mobile and paper data collection features. Collecting data and sharing results with the communities in a timely manner enforces transparency, increases accountability and ownership and stimulates the creation of local solutions. The ILET package consists of three pillars: 1. Guidance Documents: the Overview Document, Step by Step Guide, Training Manual (including training handouts + training powerpoint) 2. Data Management: Data Management Platform, Data Management Handbook, Data Collection Tools 3. Program Templates: School Findings Cards, School Improvement Plan Poster, in addition to program management templates such as results framework and budget samples.

P.O.W.E.R. Play Opportunities for Wellness and Education Resource

Play Opportunities for Wellness and Education Resource (P.O.W.E.R.) is a collection of 100 gender-responsive play-based learning activities created to support parents, teachers, coaches, social workers and others to promote children's learning and development. All learning activities are play-based and are for children 6 years of age and up. They can be used by any adult who works directly with children including peer or youth leaders and cover the following topics: health and psychosocial wellbeing, cognitive development, social development, emotional development, gender and child protection. Each activity includes the appropriate age, the time, the number of players and the materials needed. In addition, this resource also includes guidance for facilitators on the following topics: keeping children safe, child agency, psychosocial wellbeing plat, gender responsive play and children with disabilities and play.

Conflict Management and Peace Building in Everyday Life: A resource kit for children and youth

The Conflict Management and Peacebuilding in Everyday Life resource kit contains a series of tools that have been collected, adapted and used with and by children and youth in diverse socio-cultural and political contexts. The tools may be used with and by children and youth to analyse conflict, to plan, implement and assess conflict management and peace building activities. They can also be used to develop and strengthen strategic plans for peace building in different settings, such as family and school, and at community, district and national levels. This kit will be useful for education programme managers, education advisors, and teachers.

SEL and PSS Measurement and Assessment Tools in Education in Emergencies: Identifying, Analyzing, and Mapping Tools to Global Guidance Documents

This document covers programmatic measurement approaches, global measurement frameworks, assessment tools, and monitoring and results frameworks. It aims to map what constitutes quality and equitable education in emergencies and how it can be assessed at the program and individual learning levels. It also aims to inform on the linkages between measurement at the programme or national level and global measurement frameworks. It includes a set of profiles of measurement and assessment tools; a summary table for looking across measurement and assessment tools and guidance documents; and a set of profiles on programmatic approaches to SEL and PSS.

Baby Friendly Spaces Holistic Approach for Pregnant, Lactating Women and their very young children in Emergency

The Baby Friendly Spaces (BFS) is a model of intervention for a holistic psychosocial program that aims at providing comprehensive support to children and their caregivers who are facing emergency situations. This document aims to explain WHY and HOW to implement Baby Friendly Spaces and includes seven chapters: • The first chapter is a more theoretical section presenting the six care practices. It includes basic information on each care practice, on the way appropriate childcare practices are reinforced/maintained in the BFS setting. • The second chapter describes the different steps for the operational implementation of Baby Friendly Spaces • The third chapter focuses on the various activities that can be developed in BFS, with the different implementation steps • The fourth chapter is dedicated to non-breastfed infants. The chapter describes which kind of intervention should be implemented for these children and their caregivers • The fifth chapter is a detailed and technical guidance for breastfeeding and child feeding • The sixth chapter is focused on Infant and Young Child Feeding related to HIV • The last chapter gives information on how to manage unsolicited and unmonitored distribution of Breast Milk Substitute Throughout the manual, reflections will be presented on how to adapt Baby Friendly Spaces to a wide variety of local situations and cultural context specificities.

Guidance Note for Teacher Wellbeing in Emergency Settings

The Guidance Note for Teacher Wellbeing in Emergency Settings provides information on how to support teacher wellbeing in the five domains of INEE’s (2010) Minimum Standards. It explains how to: promote mental health and psychosocial support (MHPSS) for teachers; create more enabling work environments for teachers; and enhance teacher voice, agency, and leadership in crises. ​The guidance note offers resources and tools and examples of these standards in action. The guidance note is for people who work in all humanitarian and development sectors that impact the lives of teachers both at work and out of work in their homes and communities. Elevating the importance of teacher wellbeing emphasizes the critical role it plays in strengthening humanitarian-development coherence and improving the resiliency of education systems.

Working with Children and Their Environment: Manual of Psychosocial Skills

The 'Working with children and their environment: Manual of psychosocial skills' aims at improving the overall wellbeing of children through strengthening the psychosocial skills of the adults in charge, all the while passing on effective methods and tools (games and creative activities) for working with children. Depending on the need, it is targeted at animators, teachers, social workers, educators, professional delegates, heads of mission, project coordinators or school directors, as well as ministries of education and social affairs. The manual contains 18 modules divided into two parts according to four fields of skills. Part 1 for a ‘psychosocial approach’ deals with managing oneself, one's relationships with others, and in groups and is directed at people who want to improve their personal and social skills. Part 2 for ‘psychosocial intervention’ deals with managing activities and games and is aimed more specifically at those in charge of activities with groups of children and who want to improve their methodological and technical skills. To respond to the needs of these different target groups, it is possible to organize long training courses (two weeks or more) or training ‘à la carte’ (short one, or two-day workshops). In any case, for people in direct contact with children, setting up individual coaching in the field is essential to help with the acquisition and practice of the new concepts.

Stress Busters

Stress Busters is an activity resource developed to address stressful situations associated with the COVID-19 pandemic. It is a collection of six simple drama based relaxation exercises that an adult can engage in with a child or a group of children to help them relax and release muscle tension from possible exposure to stress.

INEE Background Paper on Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings

The INEE Background Paper on Psychosocial Support and Social and Emotional Learning clarifies relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis-affected contexts, and explores how psychosocial support (PSS) and social and emotional learning relate to one another. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises and the various sections highlight references to specific entry points for each. The paper includes various considerations for training, supervision, and well-being, as well as guidance on adopting a gender perspective, while also providing an overview of the impact of conflict and natural disasters on children’s well-being and the related risk factors and impact of stress on brain development.

Coping with Changes: Social-Emotional Learning Through Play

Coping with Changes: Social-Emotional Learning Through Play is an online course on how to provide playful and engaging social emotional learning (SEL) support to children. It was developed due to the disruption in children's lives due to COVID-19 but can be used in any settings where children experience high levels of stress. Course participants explore the practical and emotional challenges children face and explore the concept of 'learning through play' and stress management strategies that can help. The course also considers the potential long term effects of crises on a child’s social, emotional, and cognitive development. This is an interactive course and at every step of the course, learners can meet other learners, share their ideas and join in active discussions in the comments. This course is primarily designed for primary caregivers and teachers of young people. The course is also revelant for culture and social workers, artists, and humanitarian workers. Examples of topics in the course are: - Foundations of Learning through Play  - Importance of MHPSS / SEL in Crisis  - Adult Wellbeing   - Age sensitive SEL knowledge and activities - Coping with Changes and Transitions

Safe Healing and Learning Spaces Toolkit

The SHLS Toolkit provides frontline humanitarian staff with practical implementation guidance, adaptable sample tools, comprehensive training materials, and scripted instructional content needed to initiate an SHLS in an emergency setting. Resources are provided for a 9-month program, and applicable in both rural and urban areas, based on locally-defined needs and priorities. The content is holistic, including tools for social-emotional learning, reading and math, and parenting support. Materials are open source, user-friendly and designed for managers and facilitators in the form of structured yet adaptable training and learning content. The tools are evidence-based and practitioner-tested, developed bythe IRC’s in-house technical experts, field tested with displaced communitiesand frontline staff in Nigeria, Chad and Iraq, and refined through feedbackfrom academic and peer reviewers.

Fun, Safe, Inclusive: A Half-Day Training Module on Facilitating Skills

The Fun, Safe, Inclusive manual is a half-day training module on facilitation skills that can be used across sectors, for programmes at all levels, to provide a short training on facilitating programmes for children. It can be used as a stand-alone training tool or as part of a comprehensive training on psychosocial and resilience-promoting activities for children, adults and families. The module focuses on facilitation skills promoting fun, safety and inclusion. It draws on new insights about the importance of play from neuroscience, giving ideas for activities designed to alleviate the long-term impact of toxic stress on children’s brains and development.

Including Children with Disabilities in Humanitarian Settings

The Including Children with Disabilities in Humanitarian Action pack consists of six guidance booklets that aim to strengthen the inclusion of children and women with disabilities, and their families, in emergency preparedness, response and early recovery, and recovery and reconstruction. This series of booklets provides insight into the situation of children with disabilities in humanitarian contexts, highlights the ways in which they are excluded from humanitarian action, and offers practical actions and tips to better include children and adolescents with disabilities in all stages of humanitarian action. The booklets were created in response to UNICEF colleagues in the field expressing a need for a practical resource to guide their work. The information and recommendations are based on evidence and good practices gathered from literature and field staff experiences. The six booklets on how to include children and adolescents with disabilities in humanitarian programmes focus on: 1) general guidance; 2) child protection; 3) education; 4) health and HIV/AIDS; 5) nutrition; 6) water, sanitation and hygiene (WASH).

Free Reader Application for Ukrainian-speaking Children

The Free Reader Application for Ukrainian-speaking Children free app features a diverse library of books for Ukrainian children, anywhere. It contains 75 books in Ukrainian (with more to come) that have been curated to be culturally relevant, age appropriate and nicely illustrated for the target audience. Most of this book collection is tailored to support social and emotional learning of children aged 4-10 (based on the CASEL framework) and thereby contribute to help them manage distress and trauma and improve their overall educational readiness and success, civic engagement and well-being.

General Support Group Curriculum

The General Support Group Curriculum. developed by the Global Child Protection Area of Responsibility, is a guidance and orientation package focusing on support group interventions for children, adolescents, and families who require basic emotional and practical support to address psychosocial challenges that disrupt their sense of safety, security, and hope. Support groups can help group members to process difficult memories and grieve multiple losses as needed for full psychosocial recovery and stabilization. There is emphasis on encouraging mutual support among group members and linking with wider community supports. This guidance can be used as a basis for training and orienting resource persons who will work with children in small groups. The approach used integrates the IASC pyramid layer three of interventions into child protection activities.

Teacher's Guide to Psychosocial Support Activities for Students for the First Weeks of Students Return to Schools Following Long Breaks

The Teacher's Guide to Psychosocial Support Activities for Students has been designed for the first weeks of return to face-to-face education to support teachers’ efforts in promoting the psychosocial well-being of students as it provides interactive inclusive activities for children aged 6 - 16. The activities contribute to building positive relationships and attitudes, promoting students’ self-esteem, encouraging them to express their feelings, communicate their emotions and deepen their relationship with the school. Furthermore, these activities reduce the impact of potential emotional stress and behavioural problems and prompt students to seek help when needed in a safe school environment. The guide consists of two parts: the first part tackles the most important mental and social health concepts related to the COVID-19 pandemic, which may have an impact on students' academic achievement, life skills, and communication with peers and society. These concepts include: psychosocial well-being, psychosocial support, positive discipline, referral, peer support, and inclusive education. The second part of the guide includes inclusive interactive activities, and some strategies that attempt at alleviating the effects of the psychological pressures that students were exposed to during the period of closure. The guide was developed specifically for teachers in Jordan, but can be used in all countries.

Thinking Healthy: A Manual for Psychosocial Management of Perinatal Depression

The Thinking Healthy manual for Psychosocial Management of Perinatal Depression is to guide community health workers on how to support mothers with depression through evidence based cognitive behavioral techniques that are recommended by the mhGAP programme. It is designed for integration into maternal and child health care programmes in primary care. It requires no previous knowledge or experience of mental health care. Thinking Healthy has an introductory session, followed by five modules covering the period from the second or third pregnancy trimester to the first year of the infant‘s life. The contents of the sessions and activities for the mother are tailored according to the age and developmental stage of the infant and the needs of the mother at each stage. Each module has three sessions, each session covering one of the three areas relevant to mother and infant health during pregnancy and after childbirth – the mother‘s personal well-being, the mother-infant relationship, and the relationship with and support from significant others.

Working with Other Sectors to Enhance Outcomes of MHPSS of Child Protection: An Introductory Guide for Child Protection Practitioners (Field Test Version 1.0)

The Working with Other Sectors to Enhance Outcomes of MHPSS of Child Protection guide is intended to help child protection practitioners to advocate for the best interests of the child in all arenas and seek out ways in which all sectors can contribute to the protection and well-being of children. The guide is a helpful tool for facilitating productive conversations with colleagues from different sectors and may also be useful for case managers faced with the challenge of navigating between sectors to find the best solution for individual children and families. The guide links child protection to Camp Coordination and Camp Management, Education in Emergencies, Gender-based violence, Health, Mine Action, Nutrition and Water, Sanitation and Hygiene.

Community-Based Mental Health and Psychosocial Support in Humanitarian Settings

The Guidelines for Community Based MHPSS in Humanitarian Settings: Three-tiered support for children and families aim to protect and promote children’s wellbeing and full participation within the family and community systems that surround and support them. The guidelines offer practical information and tools to implement a range of MHPSS interventions to rapidly address the protection and psychosocial support needs of children and families, in parallel with tailored mental health interventions for those most in need. They are intended for UNICEF staff, partners and other agencies in humanitarian settings to help effectively embed MHPSS programmes for child and family wellbeing in communities. They are especially relevant for partners working in child protection, health and nutrition, education, camp management and water, sanitation and hygiene (WASH) to better understand the MHPSS needs of people facing or recovering from adversity. A deeper understanding of the guidelines in the field will help to improve coordination across sectors, facilitate referrals to ensure that MHPSS needs are met, and enhance coordinated implementation of effective and culturally sound humanitarian interventions that reduce the potential for further harm. The compendium of resources supplements the global guidance through providing a set of resources that can be used in different field settings.

UNICEF Innovations: Adolescent Kit

Adolescent Kit for Expression and Innovation is a package of guidance, tools and supplies to support country programmes to reach and engage adolescents ages 10-18 affected by conflict and other crises. The Kit aims to bring about positive change in adolescents’ lives through arts and innovation. The activities offer adolescents the chance to express themselves, experiment, solve real problems, and explore new ideas. In the process, adolescent girls and boys develop key competencies and new skills that help them to cope with stressful circumstances, build healthy relationships, and engage positively with their communities. The Kit promotes the Adolescent Circles approach, which involves bringing groups of girls and boys ages 10-18 together in a safe space on a regular basis to have fun, cope with difficult experiences, learn, and work together. It draws from good programmatic approaches in psychosocial support, life skills education, child protection, social cohesion and peacebuilding. The Kit can be used by anyone involved in managing programmes or working directly with adolescents in humanitarian and vulnerable development contexts, including staff across different sectors, teachers, Child Friendly Space facilitators, youth facilitators and community volunteers. All or part of the Kit can be integrated into programmes for adolescents in areas such as child protection, education and youth development.

Psychosocial Support Activity Pack: A Teacher’s Guide (All Levels)

The Psychosocial Support Activity Pack for Teachers (Kinder, Grades 1-3, and Senior High School) provides guidance for teachers to conduct psychosocial support activities for learners. This packet is designed to bridge healthy socio-emotional well-being (achieved through offering psychosocial support) to academic performance. In this guide, you will find a handful of play and arts-based psychosocial support (PSS) activities that have been thoughtfully designed to help students confidently say, I AM, I HAVE, and I CAN even as we consistently have to adjust to changing circumstances and take extra care to remain safe. These activities aim to enrich the students' wellbeing, and socio-emotional and cognitive/academic development.

Let’s Talk About It: Check-in Guidance

Let’s Talk About It: Check-in Guidance provides instructions on how to facilitate a 90–120-minute check-in session with children aged six years and up when they arrive back at school or another activity space that was closed due to conflict or crisis. It is designed for use by adults – including classroom teachers – to help children settle back into a regular school routine. Space to discuss their fears and experiences of loss, displacement and other impacts among their peers and with the guidance of a trusted adult will help them to process their feelings and the effect the conflict or crisis is having on them. This guidance can also be used outside of a school context, i.e., in non-formal education settings, children’s clubs, child protection-led activities, livelihood activities, etc. The guide has three adaptations for different contexts: 1. Health emergencies including COVID-19 in English and Arabic 2. Armed conflict in Ukrainian, Russian, Hungarian, Romanian and Polish 3. Disaster and Earthquakes in Arabic

INEE Minimum Standards for Education: Preparedness, Response, Recovery

The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes. The handbook aims to enhance the quality of educational preparedness, response and recovery, increase access to safe and relevant learning opportunities and ensure accountability in providing these services. The guidance in the INEE Minimum Standards Handbook is designed for use in crisis response in a range of situations, including disasters caused by natural hazards and conflict, slow- and rapid-onset situations and emergencies in rural and urban environments.

Integrating Mental Health and Psychosocial Support into Youth Programming: A Toolkit

The Integrating Mental Health and Psychosocial Support into Youth Programming: A Toolkit provides strategies and tools for designing, implementing, and evaluating mental health and psychosocial support (MHPSS) programs and activities for youth in low- and middle-income countries (LMICs) and conflict-affected contexts. The Toolkit is a resource for standalone youth MHPSS programs and MHPSS activities that are integrated into cross-sectoral youth-focused programs (e.g., health, gender, and gender-based violence or GBV, workforce development/youth employment, education, violence prevention, peace, and stability, etc.). The Toolkit includes guidance based on good practice for MHPSS, with recommendations for adapting program designs to community needs and the local context.

Nurturing the Spiritual Development of Children

The Nurturing the Spiritual Development of Children Toolkit is designed to help equip faith actors to engage actively in the protection of children from violence in early childhood and the promotion of children’s holistic well-being by supporting parents, caregivers, educators and communities to nurture children’s spiritual development and take an active role in addressing violence in early childhood. The Toolkit is tailored for organizations — faith-based organizations, religious communities, or other civil society organizations interested in the spiritual development of children — and is designed to complement holistic development approaches and to be integrated in existing parenting, education and/ or ECD programs. The Toolkit presents a Learning Program for Adults as well as Activities for Children. The Learning Program for Adults is designed for use with the following types of people: • Faith actors who work directly with families and children or in daycare centers, early learning settings, etc.; • Parents and caregivers of children up to 8 years; and • Educators and other community members involved in early childhood care and learning. The Toolkit is comprised of the Introduction & Rationale, 7 Booklets and a Flipbook, including a Learning Program for Adults, Activities for Children, Guides for Organizations, Trainers and Facilitators to support systematic implementation into already existing programs for early childhood and a Guide for Religious and Spiritual Leaders.

Promoting Wellbeing and Mental Health in Schools

The Promoting Wellbeing and Mental Health in Schools handbook is primarily for educators, to help them learn about mental health issues and better support them in educational environments. The Handbook aims to provide training to teachers, administrators, and people involved in the education of primary school children about the implementation of mental health literacy into daily school life. Such knowledge, skills and attitudes will equip all levels of educators with key tools to support student mental health, manage difficult classroom behavior, and promote students’ wellbeing and academic success.

Hopefully Healthy Happy Living Toolkit

Hopefully Healthy Happy Living Toolkit is a set of materials directed towards children, parents, caregivers and teachers in various settings, which promote psychosocial wellbeing and link with key life skills to strengthen social and emotional learning. The toolkit provides useful resources for families and school communities for current times in the face of the COVID-19 pandemic. It is also designed for broader reach too, being equally relevant to any kind of crisis or emergency in seeking to support the health, happiness and hopefulness of communities wherever they may be. There are three tools in this toolkit. They are: (1) the Guide for Teachers, (2) the Parent-Caregiver Guide and (3) the Activity Guide for Teachers, Parents and Children. 1. Guide for Teachers – This Guide has been designed for teachers supporting children in their return to school in the wake of the pandemic. It opens with a set of general group-building exercises, followed by themed activities focussing on 16 key life skills supporting the personal, cognitive and interpersonal development of children. The exercises are suitable for a wide range of different age groups from pre-school to secondary school. The exercises could also be combined with sports and leisure activities in clubs or community centres, and in safe spaces for children in humanitarian settings. 2. Parent-Caregiver Guide – This booklet has been developed for parents and caregivers and is designed to provide guidance and inspiration around psychosocial wellbeing in the household in the face of challenges presented by the COVID-19 pandemic. It features six fictional families from different corners of the world who are facing challenges in their lives in the course of dealing with COVID-19. Positive messages to encourage parents and caregivers in the care of their children at this demanding time are given such as structuring the day, taking time to check in with one another, using positive discipline, talking about loss, dealing with stigma, and protecting children online. At the end of the guide, there is a useful checklist for the whole household to help everyone reflect on how they are doing as a family. There is also a set of prompts for families who wish to make a COVID-19 hero book. 3. Activity Guide – This Guide for Teachers, Parents and Children features fun activities for children at home, in school or for remote use. In a home learning environment, for example, the activities could be done with a sibling group. Each activity is flagged as best done with a group or whether it may be adapted for use with a single child. The activities have been carefully designed to engage with children in relation to social and emotional learning around self-awareness, self-management, social awareness, relationship skills and decision-making.

Magnificent Mei

The Magnificent Mei comics and an accompanying Teacher’s Guide were created to support social and emotional learning among adolescents. By promoting social and emotional learning and skills practice, the Comic Book and Teacher’s Guide aim to help promote psychosocial well-being, prevent mental health conditions, and reduce risky behaviours in adolescents. The Magnificent Mei and Friends Comic Book is for adolescents aged 10-14 years. Through a combination of images and text, the Comic intends to engage and shape students’ attitudes by promoting empathy and critical thinking. As a form of storytelling, the Comic presents real-life scenarios and situations young adolescents may face in their everyday lives. Seeing comparable experiences through fictional characters’ eyes can help validate the feelings of young people and let them know they are not alone. Combined with classroom-based activities and lessons, comics can be an effective tool to support students’ social and emotional learning.