Every morning, Penny and her friends sat in a circle for morning meeting. Mrs Molly pointed to the big emotion chart on the wall. “How are you feeling today?” she asked. Della said she felt happy. Yuki said he felt worried about his loose tooth. Penny said she felt excited. Mrs Molly smiled and said, “All feelings are okay. Talking about our feelings helps us understand ourselves, and lets others help us too.” Everyone nodded, ready to start the day.

How Are You Feeling Today?

After recess, the children rushed inside, giggling and full of energy. Mrs Molly clapped softly. “Let’s calm our busy bodies,” she said. Everyone sat still. “Breathe in slowly... and breathe out,” she whispered. Penny felt her heart slow down. Finn stopped wiggling. Ben smiled with his eyes closed. Mindful breathing helped their bodies and minds feel calm and ready to learn again.

Breathe In, Breathe Out

In the block corner, Penny, Luca, and Amara built a tall town of towers and bridges. Crash! The blocks tumbled down. “Let’s try again,” said Luca, picking up a block. Amara nodded and stacked another. Penny laughed and added a roof. They kept building, even when parts fell, until the whole town stood proudly. “We didn’t give up,” said Penny. Being resilient means trying again when things are hard.

The Tumbling Town

In the garden, everyone had a job. Della dug the soil, Lily planned the rows, Yuki gently pulled plants from pots, and Ben watered them carefully. “We each do something special,” said Della. At lunchtime, they sat together, sharing sandwiches and stories. Penny asked to join a game, and Finn scooted over with a smile. Working and playing together made everyone feel happy, safe, and like they belonged.

Everyone Has a Special Job

Penny

Luca

Lily

Della

Amara

Yuki

Finn

teacher of a pre-primary class. colourful outfit. Hair up or half up

Mrs Molly

The story will be 5 pages long, with each page featuring a different wellbeing strategy.  It will follow a little girl and her friends at school. The first page will look at emotional check-ins as the first wellbeing strategy. They will be in a morning meeting, discussing where they are on the emotion chart and outlining that all feelings are okay. Highlighting that talking about our feelings helps us understand ourselves and lets others help us
The second page will be mindfulness as the strategy. Later, after recess, when the children were still excited from playing, we did some whole-class breathing to calm our bodies. Highlighting that mindful breathing helps our bodies and minds calm. 
Page 3 focuses on resilience: when the little girl and her friends were building a town, things kept falling down; however, they encouraged each other to keep building until it was done. Highlighting resilience means continuing to try when things are difficult. 
Page 4 looks at strength-based learning: the students worked together to build the vegetable garden. One was good at digging, one was excellent at planning, one could get the plants out of the pots, and another was good at watering. Highlight that everyone has strengths that can help themselves and others. 
Page 5, looking at positive relationships as a wellbeing strategy. During lunchtime, the children work and play together. The little girl asks to help and joins in. Highlighting that kind friends help us feel happy, safe and like we belong.
A back and front cover that links to the characters and the school environment.