For partners

We have a silent epidemic of mental health in children: anxiety and depression grew 50% between 2003 and 2007 (Center for Disease Control) And the situation worsened with the pandemic (BARNARDOS, 2020): In the first year of Covid, 25% of children had symptoms of high depression and 20% had high anxiety symptoms (Racine et al, 2021). In secondary, 30% of students have risk behaviors: drugs, violence, depression, suicide attempts (Durlak et Al. , 2011.

Emotional Intelligence is a protective factor: the average socio -emotional program low -risk behaviors at 9 percentage points (Durlak et Al. , 2011). Low emotional awareness is a risk factor for anxiety (32%correlation) and depression (correlation 40%);about 20% of children have low emotional awareness (Kranzler et Al. , 2016).

Surfeel is a children's program of socio -emotional education that:

• Works emotions with children;
• Develops socio -emotional skills;
• Promotes consciousness, intelligence, and emotional expression;
• Improves mental health.

It is for children from 4 to 7 years /Age /, from preschool in kindergarten to the 2nd year of elementary school at school.

It is the only kindergarten program that explains emotions to children through videos. It also has songs, suggestions for debate among adults of children, and manual activities of emotional education to print at home.

The characters in the videos are puppets and the main character is Surfeel.

Each session takes between 15 and 45 minutes to to complete. All content is "online". Psychologists can use Surfeel in a autonomous, flexible and at its own pace.

Fortunately, there are many initiatives to work on this problem. Correspond mostly to two groups:

• Training and training of educators, for example the project Ruling of Emotional Intelligence Center of Yale that runs for a year in schools and with teachers. These face -to -face programs are effective and based on science but take substantial time and resources to implement with teachers and school training.
• videos and movies that mention emotions, for example Sesame Street It is Inside Out (Fun). These digital video programs climb easily but lose the human relationship that is at the root of emotional intelligence.

Our solution uses the best of both worlds:

• It is scalable Because the content is digital and we use the internet to distribute videos and songs;
• It is effective Because our users are parents and teachers who show our content to children and have a common language to speak of emotions.

The perfect example is the story a mother told us. His 4 -year -old daughter was bicycle and stopped in front of a descent. The mother mentioned episode 6, where Leo is afraid of the waves, gives an emotion a name, and fear no longer controls him. The child followed the same steps, felt relief, and made the descent to ride a bicycle.

We use the scalability of digital communication by internet and the effectiveness of personal communication in the family or at school. Children learn by analogy from tangible examples in stories and thanks to communication with adults. Our innovative method is digital and human, artistic and scientific, fun and educational.

We are a social company and our first priority is to solve the problems that arise from children to have low emotional intelligence (to know more).

Our business model is "Freemium" and selling "direct to consumer" subscriptions: we make free access to 1 session and ask for a contribution to access to the full program.

Our customers are families with children between 4 and 7 years, as well as private and public schools with 1st cycle.

We contribute above all to:

• Quality Education Objective 4, because emotional intelligence improves school results in 11 percentage points (Durlak et Al. , 2011);
• Objective 3 Health and Wellness, because emotional intelligence has a 50% correlation with mental health and 27% with physical health (MARTINS et al. , 2010); and because emotional intelligence has highly positive consequences, improving interpersonal relationships, group cohesion, and emotional well-being (Brackett et al. , 2006).

In the long run and indirectly, we also hope to contribute to:

• Objective 8 of economic growth and reasonable work, because 47% of jobs are at risk of being automated and disappearing (Frey and Osborne, 2013) And the work of the future is those that an algorithm or robot cannot do, ie based on empathy and emotional intelligence;
• Objective 12 of consumption and production responsible, because the correlation between consumption and happiness is low (0.2, Veenhooven and Vergunst, 2014) It is We anticipate that children with emotional intelligence when they are adults, They will more easily find happiness without unbridled consumption, putting less pressure on the planet's resources.

Our theory of change, in a summary way, is:

• you "stakeholders"They are families and schools with children between 5 and 10 years
• O problem It is low emotional intelligence in 17% of children (to know more)
• one cause It is the lack of emotional education, both at school and in families
• our activity It is a series of videos to see and listen to family or in classrooms (know more about the solution)
• our "output"It is the number of families or schools registered
• our impact in children is better education (measured by school results), health, perspectives of employment, and happiness in life, aligned with the development objectives Sustainable 4, 3, 12 and 8 (to know more)
• Our short -term metric It is an internet survey of families registered whose main question is "would be very disappointed if I could not use our series more. "(The normal measure of adequacy between Product and Market)
• Our proposal for assessment It is a pilot project in schools with random allocation and measurement of emotional awareness levels in children and behavior with interviews with parents and educators (the project leader has PhD and experience in clinical trials, for example This proposal with ethical approval)
• ours scratchs They are mainly financial (if we do not generate revenues sufficient to be sustainable) and of atrition (if families leave the program), and we can quantify both.

Our policy of equality, diversity, and inclusion is based on the following points.

We insist on gender parity, both in the team and in the videos.

We follow the practices that come from academic research (the project leader studied the economic impacts of discrimination): for example, we ask candidates who do not name curricula to avoid a cultural bias;for selection From the voices of the actors and actresses, we do interviews only by audio to avoid a bias of physical appearance.

Within the team, we privilege sharing emotions and vulnerability, for example: we start and end up and end up with a round of our feelings at that time, which creates psychological security to work together and also helps to deal with difficulties before they becameproblems.