School
Resilience Initiatives
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Good Behaviour Game
Building resilience through emotional self-regulation in a classroom setting to reduce disruptive conduct and improve health outcomes.
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Experience Corps
Building resilience through an intergenerational mentoring program at school for older adult volunteers and promoting their health and well-being.
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Girls Arise
Building resilience through non-cognitive skill development for girls in particular, which promotes better health and education outcomes for adolescent girls
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Non-Cognitive Skill Development
Strengthening non-cognitive skills improves education and job outcomes, especially for at-risk students. These skills also protect against mental illness by reducing stress and boosting resilience.
Reduce Initiatives
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KiVA Anti-Bullying
Reducing the stress of bullying by fostering pro-victim attitudes in a school environment using structured lessons and monitoring tools.
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Trauma-Informed Teaching
Reducing stress for children living with trauma or adverse experiences through informed teaching practices in school
Disclaimers
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Mindfulness practices are not universally suitable for children and adolescents. In certain cases, particularly where trauma, anxiety, or emotional dysregulation exist, mindfulness may heighten distress or feelings of self-blame. Programs must be age-appropriate, culturally adapted, trauma-informed, and always optional—not mandatory. Mindfulness should never be viewed as a replacement for safe environments or structural support (Reference).
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We do not recommend mass mental health screening in schools. Instead, we advocate for targeted identification of high-risk subgroups based on contextual indicators (e.g. recent trauma, social vulnerability). Any assessment must be voluntary, confidential, developmentally appropriate, and accompanied by a robust referral and care pathway. Screening without follow-up can do more harm than good (Reference).
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SEL can increase internalised blame, shame, and even emotional suppression, especially when it fails to acknowledge the structural conditions (poverty, discrimination, violence) that young people live in. In such settings, telling a child to "breathe through it" or "choose kindness" can feel dismissive, even dangerous (Reference).