SEL Curriculum for Rural Children in China

We sincerely invite all kind-hearted people to check the project progress for July and August

1. 2024-2025 school year project session

On July 15th, in order to review the teaching achievements and warm classroom moments of the mental literacy course in the past academic year, the project team held a "Course Conclusion Sharing Session" with several front-line teachers. During the meeting, teachers shared their observations and gains from the implementation of the curriculum over the past academic year. Project personnel also shared the project achievements of this academic year: A total of 1,378 teachers participated in the courses this academic year, benefiting 83,991 students, with a student attendance of over 600,000. The course opening rate was 96.15%, and 73.58% of the teachers completed all the courses. A total of 12 teacher empowerment activities were held, directly serving 1,444 people. Teachers gave feedback that the activities enabled them to be seen, heard, and receive empowerment and support.

At the end of the meeting, the teachers also expressed their expectations for the new academic year, such as hoping to continue teaching and for students to grow better. The project partner has also announced the relevant plans for the future: points redemption will open at the end of July, and the application for the autumn courses will start in the middle and late August. The new academic year plan includes holding teaching seminars, deepening empowerment content, expanding the empowerment team, developing junior high school campus activity packages, launching psychological AI tools, and integrating psychological resource chains, etc.

2. Teacher Mental Health Growth Camp in 2025

On July 20th, 41 teachers from 35 cities in 14 provinces gathered in Yangzhou to participate in the "2025 Rici Public Welfare Foundation Seed Teacher Mental Health Growth Camp", embarking on a five-day mental health growth journey together.

1) [Self-care]

Leader Xu Yaochen helped the teachers see the power of loving themselves through the "Three Chairs" approach. Also, through the competency model and growth map, he enabled the teachers to transform and elevate the once hidden unease monsters in their hearts through understanding, turning them into the "guardians" of the fertile soil of their souls.

2) [Discussion on Mental Literacy Activities]

Through the "energy bottle" as a medium, teachers gradually understand the three fundamental points of students' basic psychological needs - autonomy, competence, and relationship, and gradually understand students' deep-seated demands. Those classroom predicaments that once left teachers at a loss are also gradually being responded to. Then, on the basis of refining the "same lesson, different structures" approach, when facing the same mental health education topic, taking the cognitive characteristics of students at different educational stages as the starting point, the teaching steps and interactions were reconstructed. With their insights into the learning conditions of different grades, they consider how to meet students' psychological needs while achieving teaching goals and implementing guiding strategies.

3) [Early Warning and Response to Teenagers' Psychological Distress]

The project invited Tang Ning, an expert in psychological crisis intervention, to lead a group study. In the face of crises, teachers do not have to become psychological counselors. Teacher Tang Ning reminded us of the "crucial first step" : it is the "3L rule" of "Applying Child Psychological First Aid" (PFA) : observing the environment and the student's safety, basic needs, and severe reactions. When listening, quietly accompany, allow for expression or silence, and establish a secure connection. Link students with basic resources, accurate information and reliable adult support.

4) [Educational Philosophy · Be Your Own Hero]

Senior project teacher Zhou Ting, with the help of the "Hero Journey" tool, led the teachers to review their own mental health education journey and each write their own legendary journey. In the process of writing and drawing the hero map, they gradually saw their own strength and original aspiration. In the process of interacting with each other, we further see our companions and find the soul coordinates that resonate, forming a "League of Legends".

3. Relevant incentive items were distributed to 24 teachers who participated in the teacher stress reduction workshop and the reading club leading reader practice in June.

In June, the project held a three-week online workshop on stress reduction for 24 teachers. Through music, ultra-light clay, writing and painting, the teachers identified stress, coexisted with it and attempted to respond to their own stress. After the workshop, the project distributed stress-relieving kits, kneading toys and stress-relieving coloring books and other stress-relieving items to 24 participating teachers, hoping to support them in reducing stress and taking better care of themselves in their daily lives. Meanwhile, in June, the project also launched a training program for reading club leaders. After completing the training and receiving the leader's manual, ten project teachers successively attempted to hold reading clubs in their respective schools in June. In July, the project issued certificates and incentive items to the corresponding teachers.

Once again, thank you for your generous support. Your contributions enable us to sustain our charitable initiatives and empower more rural children to build resilience against adversity.


Warm regards,


We deeply appreciate your kindness and belief in our cause.
If you have any questions or would like more information about our work, please do not hesitate to reach out. Your feedback is valued, and we would be delighted to share further details about our ongoing efforts.Our website:http: // www.ricifoundation.org/