Teachers can tailor the group drawing activity to three difficulty levels to meet learners’ needs.

• Beginners (6-7 years old): – Learners with low resilience: The aim of the activity: to help children safely participate in group art and practice future-oriented thinking. The starting story is simple and easy to understand, with few characters and a clear, easily grasped conflict. The teacher provides concrete examples of how the problematic starting situation can be transformed into a positive outcome, for instance briefly explaining how the characters could solve the problem or what positive ending could be drawn. Children work on smaller parts, focusing on simple tasks, while the teacher supports participation and guides the process. The teacher gives encouraging feedback, for example: “You did a great job on your part, which was a nice idea!” The activity helps children recognize that situations can be turned in a positive direction and provides a safe environment to practice cooperation.
• Advanced learners (8-9 years old): – Learners with moderate resilience: The aim of the activity: to develop independent idea generation, cooperation, and future-oriented thinking. The starting story is moderately complex, with more characters or minor complications, allowing for a more detailed positive outcome. Children actively participate in planning, discuss who will draw which part, and how the elements connect. They work independently on their own parts, while paying attention to other group members and supporting each other if needed. The teacher gives supportive feedback on participation and cooperation, for example: “Nice how you fit all the parts together.” The activity helps children contribute ideas independently, pay attention to others, and envision the future optimistically, while experiencing the value of group work.
• Experts (9–10 years old): – Learners with high resilience: The aim of the activity: to develop conscious future-oriented thinking, creative problem-solving, and active, responsible participation in the group. The starting story is complex, with multiple characters and conflicts, possibly emotionally challenging, requiring children’s creativity and problem-solving skills. Children create more detailed, complex, positive visions of the future and reflect on the skills needed to achieve the goals and who could help. They complete the drawing completely independently, yet cooperatively, with each group member supporting others’ participation and the process. The teacher supports reflection, for example: “It’s valuable how you planned and created the picture together.” The activity strengthens children’s creativity, independent future planning, problem-solving skills, and capacity for social support, while teaching that group work makes goals more realistic and achievable.