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 help children safely express their feelings, recognize simple worries, and reduce emotional tension.

• The teacher provides simple, concrete examples of what kinds of problems can be written in short sentences.
• Pre-prepared sheets with pictures can be used, which children only need to select or minimally complete.
• The teacher supports participation with encouraging feedback, without evaluating the content of the problems immediately.
• Children place the sheets anonymously into the Sadness Eater, and the problems are only addressed at the end of the designated period.
• The activity helps children recognize their emotions, reduces internal tension, and strengthens their sense of safety, which is a foundation for emotional resilience.

Advanced learners (8-9 years old): – Learners with moderate resilience

The aim of the activity: to practice independent emotion recognition and problem expression, and to strengthen safe participation in the group and problem-solving skills.

• Children write about their feelings and problems based on their own experiences, with the teacher offering encouraging questions only when needed (“What made today difficult?”).
• Sheets are placed independently into the Sadness Eater, learning that there is a safe place for their emotions.
• The teacher gives feedback supporting participation and the process (“It’s good that you shared what’s on your mind.”).
• Processing occurs at the end of the period, when the group can reflect together on the problems and possible solutions.
• The activity helps children independently recognize their emotions, practice emotional self-regulation, and develop a flexible, constructive approach to problems.

Experts (9–10 years old): – Learners with high resilience

The aim of the activity: to develop conscious emotional awareness, independent problem recognition, social support skills, and constructive problem-solving.

• Children can write about more complex or longer-term problems and reflect on possible solutions.
• Sheets are placed completely independently into the Sadness Eater, and if needed, children can support their peers in participating and expressing themselves.
• The teacher provides feedback that highlights awareness of participation and supports the process (“It’s valuable that you pay attention to your feelings and share them with others.”).
• Processing occurs at the end of the period, when the group explores solutions and reflects on the experiences.
• The activity develops children’s conscious self-regulation, emotional awareness, problem-solving skills, and strengthens their capacity to provide social support.