This guidance is primarily aimed at policy makers and managers responsible for designing and managing health and wellbeing services for children and adolescents, and health and non-health care providers.

Examines how digital environments influence youth mental health, including both risks and opportunities. It synthesises emerging evidence and provides policy recommendations to promote safer, healthier digital experiences for young people.

Detailed guidance on the principles, strategies, and practical steps needed to support adolescent participation across sectors and contexts. Grounded in a rights-based approach aligned with the UN Convention on the Rights of the Child, it defines participation as adolescents’ ability to form, express, and influence decisions on issues affecting them . The guidelines outline key concepts such as inclusive and equitable participation, the importance of “space, voice, audience and influence” (illustrated in the framework on page 12), and different modes of engagement ranging from consultative to adolescent-led processes. It also presents a systems-oriented approach, including policy advocacy, capacity-building, and the creation of sustainable platforms for engagement, supported by tools for monitoring, evaluation, and implementation across sectors like health, education, and child protection.

Developed by NESET, the framework emphasizes that mental health and wellbeing are shaped by the entire school environment, including leadership, curriculum, staff wellbeing, student participation, family engagement, and links with external services. It promotes prevention, early identification, and inclusive practices rather than isolated interventions. Mental health is treated as a shared responsibility across the whole education system.

A comprehensive, family-based treatment for adolescents experiencing substance use, behavioural and related mental health difficulties, working across the young person's family, peer, school and community systems. It is implemented in several European countries.

A mental health literacy resource designed to be delivered by teachers within the regular curriculum, helping young people understand mental health, reduce stigma and seek help when needed. It explicitly addresses gender differences in the prevalence and presentation of difficulties.

A national mental health literacy programme for primary and secondary school teachers, developed by the Ministry of Health with clinical, school and academic experts and delivered through workshops in county public health institutes and school services. It equips teachers for early recognition of difficulties and for supporting help-seeking. Formal effectiveness evaluation is underway.

A school-based programme that promotes positive body image and body confidence among students through classroom resources and activities, addressing a known risk factor for low self-esteem, anxiety, depression and disordered eating.

Developed under an Erasmus+ Strategic Partnership and implemented in five European countries (Bulgaria, Finland, Greece, Lithuania, Slovenia), Well@School enhances mental health literacy among primary school professionals - teachers, healthcare and social-care staff - equipping them to recognise difficulties, reduce stigma and foster a supportive school environment.