Ethnic minority families from low socioeconomic status communities are believed to exert a broad influence on children’s social and emotional development through family processes and parenting quality. Sometimes families’ attitudes, values and behaviours are not in congruence with the ones in the society they are living. Navigating between these varying demands can be challenging for some children, exacerbating family risk factors (Zwaans, van der Veen, Volman, & ten Dam, 2008). The school setting has the potential to boost some protective factors that might minimise students’ mental health difficulties. However, to overcome some challenges related to implementing evidence-based programs to children and young people from ethnic minority groups,
