Emotional Health Week, 6th Edition

Emotional Health Week, 6th Edition (2026)
Period: May 18-22

Emotional Health Week is an educational initiative that reaches its sixth edition in 2026, offering activities dedicated to students’ socio-emotional development. The program is implemented by teachers from across the country in diverse educational settings and provides students with opportunities for reflection, dialogue, and experiential learning.

Teachers implementing the activities are encouraged to share outcomes, photos, or classroom reflections through the dedicated Emotional Health Week group, contributing to a community of practice and the exchange of resources among educators.

Context

The school environment is a space where students develop not only academic competencies, but also ways of relating to themselves and others. In the absence of opportunities for emotional expression, difficulties such as school anxiety, social withdrawal, communication challenges, or tensions in peer relationships may arise.

The 2026 program is based on the idea that the prevention of mental health difficulties can be supported through educational experiences that foster emotional safety, validation, compassion, and solidarity. Belonging is approached as a protective factor that helps students feel seen, heard, and integrated into the school community.

Through structured activities and guided reflection, students have the opportunity to better understand their emotions, express their needs, and build healthier relationships with those around them.

Objectives

• Developing a sense of belonging within the classroom
• Increasing students’ perceived level of emotional safety
• Encouraging the authentic expression of emotions and opinions
• Developing supportive and compassionate behaviors among students
• Identifying and becoming aware of personal and group values
• Strengthening collaborative relationships and mutual support within the classroom

Program Structure by Day (The Pillars of Belonging)

Day 1 – Emotional Safety

Students explore the situations in which they feel safe expressing their thoughts, emotions, and opinions in the classroom, as well as the factors that support or limit this expression.

Day 2 – Compassion

The activities focus on how small gestures of understanding and support influence peer relationships and contribute to a warmer classroom climate.

Day 3 – Emotional Validation

Students express their feelings in a safe environment and practice responses through which their peers’ emotions are acknowledged, listened to, and accepted.

Day 4 – Shared Values

Participants identify and prioritize their personal values while reflecting on how these values influence choices and relationships within the group.

Day 5 – Solidarity

The classroom is explored as a support network in which each student contributes to the group’s balance through acts of mutual support.

The Teacher’s Role

The teacher acts as a facilitator of the socio-emotional learning process. Their role is to guide activities and discussions, create a safe space for expression, encourage the participation of all students, and support reflection on lived experiences. The teacher observes classroom dynamics and facilitates connections between the activities and real-life situations within the school environment.

Expected Outcomes

At the end of the program, the aim is to observe greater openness in communication among students, an increase in supportive behaviors, and a stronger awareness of each student’s role within the classroom community. Students are expected to show a greater willingness to express emotions and opinions, as well as increased attentiveness to peer relationships.

The program aims to contribute to building a culture of belonging within the classroom, where belonging is developed through daily interactions, listening, collaboration, and shared responsibility between students and teachers.