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From the interaction with the children, with the teachers and with the parents, from the answers to the questionnaires applied before addressing this topic and from a UNICEF report, we found out that teachers, children and parents lack the skills that would help them cope with certain stressful situations. Children affected by anxiety and stress cannot regulate their behavior or cope with emotions. At the partnership level, we do not have instruments for measuring the well-being of the students, of the teachers, of the parents. We all agreed that we need a pool of resources focused on social and emotional education to prevent the occurrence of emotional disorders at children, but also at adults. We all agreed that we also need to internalize the requirements of our roles as teachers in the well-being of students, to assess our skills in the field of socio-emotional skills training, to identify new ways of communicating with parents, also caught in the carousel of paradigm changes. We n