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• To involve the young themselves and other relevant stakeholders gathering their inputs for the design of the intervention.
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• To confirm that the three groups of participants (adolescents, families, teachers/school staff) have a clear understanding of the four core components and 18 skills comprising the UPRIGHT theoretical model.
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• To prioritize the most relevant or meaningful resilience skills for everyday life according to the three groups of participants.
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• To identify and prioritize the most relevant areas of concern for adolescents’ development and mental health according to the three groups of participants.
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• To select and prioritize the most relevant and feasible methodologies to implement the UPRIGHT programme with youth, families, and school staff.
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• To identify collectively main challenges and needs (from the community, school, and families) for the successful implementation of UPRIGHT (and their possible solutions).
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• To identify collectively main resources and expectations in the community, school, and families for the successful implementation of UPRIGHT.
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• To explore the cultural context and antecedents for the implementation of UPRIGHT in the school: inclusion, active participation, positive relationships, belonging and mental health (school resilience).
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• To adapt and co-customize the UPRIGHT programme to regional needs and expectations in the five different European regions (pilot sites).
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