The activity can only be progressed in sequence; the difficulty level can be increased only after the previous one has been mastered. It is flexible how quickly the group advances to the next level, which depends on the group’s composition and social sensitivity.

The activity can be adapted flexibly according to the age, maturity, and emotional security of the student group. For younger or less verbal children, expressing the problem through drawing or a single word may be sufficient, while students with more developed emotional expression skills can articulate their feelings and thoughts in greater detail.

The teacher can also decide whether the discussion of problems happens openly or rather in a feedback-supportive manner – for example, by formulating general suggestions for solutions. The guiding questions and the way of processing can be simplified or deepened according to the group’s needs.

It is important that children feel safe and that no one feels forced to self-disclose – this is especially crucial for developing resilience.

• Beginners (6-7 years old):  – Learners with low resilience: The aim of the activity: To increase the sense of safety and support children in noticing and sharing simple acts of kindness. At the beginning of the activity, the teacher provides clear, concrete examples of kindness that can be written on the leaves (e.g., “I helped tidy up.”). Children can use pre-prepared leaves with pictures, which they only need to select or minimally complete. The teacher assists in formulating the acts and places the leaf together with the child, reducing uncertainty. Feedback should be highly supportive and immediate (“That was very kind of you!”). During group discussions, the teacher involves students with simple guiding questions (“Which leaf tells your story?”). It is sufficient for these children to participate less frequently or with fewer leaves.
• Advanced learners (8-9 years old): – Learners with moderate resilience: The aim of the activity: To strengthen recognition and expression of independent acts of kindness. Children write or draw the leaves based on their own experiences, with the teacher offering guidance only when necessary (“Did you help someone today?”). They place the leaves on the tree independently, which increases their sense of responsibility. Reflective, simple questions can be used during discussions, for example: “How might the person you helped have felt?” “Why did you choose to do this?” Teacher support can be gradually reduced so that children participate more confidently in the activity. These learners can contribute more regularly with new leaves.
• Experts (9–10 years old): – Learners with high resilience: The aim of the activity: To develop conscious, independent kindness and active participation in the social dynamics of the class. These learners can formulate more complex or longer-term acts of kindness (e.g., helping someone over several days). Creating and placing the leaves is done entirely independently, and they may also support others in the process. During group discussions, deeper, self-reflective questions can be used: “Why was this act of kindness important for others?” “How did you handle a difficult situation with kindness?” They can also help keep the Kindness Tree organized and continuously growing (e.g., arranging new leaves). Their contributions can be more frequent and intentional, enriching the positive atmosphere of the class.