Welcome to the FLOW Project!
Fostering long-term well-being in pre-adolescent children and their families.
About the FLOW Project
The FLOW Project is a European prevention initiative designed to strengthen the psychological well-being of children aged 8 to 10 and their families.
FLOW combines school-based workshops for children with support for parents to prevent mental health problems before they emerge.
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How FLOW Works
(Why) Our Vision – The future we want to build
We believe that mental health is essential for children to learn, grow, and thrive.
Our vision is that fewer children reach adolescence already overwhelmed by preventable emotional difficulties. We aim to strengthen well-being early and at population level, so all children have the opportunity to develop resilience, confidence, and a strong foundation for life.
(How) Our Approach – How we work
🛡 A preventive model
We act early — before difficulties become overwhelming — by strengthening key psychological regulatory capacities linked to long-term well-being.
🪜 School-based universal programs
All children receive the “Talking Mental Health” program at schools to promote well-being, improve mental health literacy, and reduce stigma.
👨👩👧 Parenting intervention programs
Parents receive evidence-based programs that strengthen reflective parenting, reduce stress, and improve parent–child relationships. When families are supported, intergenerational cycles of stress can be interrupted.
🌍 A European collaboration
FLOW is implemented in Germany, Lithuania, Spain, and Switzerland. This allows us to learn across diverse educational and cultural contexts and strengthen the impact of our findings.
(What) Our Mission – What we do to make this possible
- Help children develop strong attentional, emotional, and reflective skills
- Support parents and teachers in their everyday role
- Reduce stigma around mental health
- Encourage help-seeking when needed
- Prevention of psychological disorders.
Children grow best when the adults around them feel supported. That is why we work not only with children, but also with families and schools.
Acknowledgements
This work has been supported by CHANSE and NORFACE (FLOW), by Deutsche Forschungsgemeinschaft (539850647), the Swiss National Science Foundation (FNS 10NR17_222938), the Research Council of Lithuania (S-NORFACE-25-1), and the Spanish Ministry of Science, Innovation and Universities and the State Research Agency (MICIU/AEI/10.13039/501100011033), co-funded by the European Union, under grant PCI2025-163191.
