Adolescent mental health challenges are rising across WEIRD countries, calling for feasible, evidence-based strategies that can be integrated within regular school schedules. Evermore Wellbeing for Teens (Lucciarini et al., 2025) presents the first scoping review dedicated to identifying short (5–10 min), stand-alone, and evidence-based Positive Psychology Interventions (PPIs) suitable for classroom use. Building on Carr et al.’s (2023) mega-analysis of 198 meta-analyses (n = 501’335), 1367 interventions were screened for educational compatibility. Sixty-four interventions met the criteria of brevity, autonomy, and demonstrated efficacy, spanning domains such as gratitude, strengths, optimism, and movement-based wellbeing. Each was analysed through the ACTIONS framework (Activity, Calming, Thinking,

Identity, Optimism, Nourishing, Social) to map theoretical mechanisms and potential classroom applications. This review introduces the Positive Education Toolbox Approach (PoETA), which links scientific rigour with educational feasibility, enabling teachers to integrate wellbeing practices without extensive training or curriculum redesign. By articulating how short, evidence-based PPIs can be flexibly adapted to support student wellbeing and engagement, this study provides the empirical foundation for the PEAS project. The findings emphasise that small, context-sensitive wellbeing practices can contribute meaningfully to both academic and psychological outcomes, thereby supporting systemic transformation towards sustainable, evidence-based Positive Education.