Children from low-income families have a higher likelihood of developing anxiety and depression as compared to their peers. In order to address this issue, our programme focused on identifying and regulating emotions such as anger, sadness, fear and joy. Some of our activities were The Erupting Volcano and What’s In The Box, which facilitated in identification of emotions, and RETHINK Roleplay and Relaxation Stations, which facilitated in introducing them to methods that regulate emotions. Our activities increase their self-awareness and equip them with skills to cope with their emotions, thus effectively addressing anxiety and depression. Our journal activity also played a crucial role in enhancing their self-awareness as it includes questions that help them identify and discover their personal triggers and coping methods. However, for those children that did not know how to answer our questions, they filled in the blanks with the suggested answers we prompted them. By using our suggested answers, they may miss out on reflecting what could be truly effective in identifying and regulating their emotions. One way we could encourage them to come up with answers of their own is to provide scaffolding. According to Vygotsky’s Sociocultural theory, scaffolding is the process of adjusting information so that it is responsive to the children and supports their efforts in answering questions (Coon, Mitterer & Martini, 2016). Hence, by using scaffolding, the children will take a more active role in identifying their triggers and their most effective coping methods. Therefore, effectively addressing anxiety and depression.