Recent research indicates that the mental health of adolescents is alarming and requires urgent remedial action. WHO data shows that worldwide, 1 in 7 (14%) people aged 10-19 experience disorders in psychosocial functioning. Attention is drawn to the significant underestimation of the problem - many cases remain undiagnosed and untreated (WHO, 2021). The international HBSC study (Cosma et al., 2023), conducted in the 11-15 age group, showed, based on the analysis of many indicators, that the mental health of adolescents deteriorates with age, with 15-year-olds generally having the worst mental condition. This was reflected primarily in the deterioration of mental well-being and the severity of problems related to their cognitive/psychosocial functioning. The difficulties mentioned above were deepened by the COVID-19 pandemic, during which interpersonal contacts and opportunities to engage in attractive activities were significantly limited.

Consequently, as research has shown, over two-thirds of adolescents' parents stated that due to social isolation and lack of contact with peers, they witnessed a deterioration in the emotional well-being (72%) and behavior (68%) of their children (Martinelli et al., 2020). For the above reasons, promoting mental health and resilience among young people is crucial. To create the right tools to help adolescents and support their mental health, it is essential to listen to their voices in this critical issue, and a participatory approach is used for this purpose (Martin, Buckley, 2020). Adopting participatory research methods transforms the traditional view of young people merely as research subjects to recognizing them as active contributors who can significantly influence various stages of research, including its development, design, execution, analysis, and dissemination. This approach, as Clavering and McLaughlin (2010) suggest, acknowledges adolescents as capable agents playing a pivotal role in the research process. In response to this need, the "Mental Health Literacy and Diversity. Enhancing Mental Health and Resilience through Digital Resources for Youth" (me_HeLi-D) project was created and implemented under the Erasmus+ program. Partners from Austria, Slovenia, Poland, and Bulgaria participate in the project. The me_HeLi-D project focuses on directly improving mental health, building the necessary skills in this area, and promoting diversity awareness among students. Its primary goal is to develop a research-based, publicly available digital tool for a specific target group of students (aged 12 to 15). The tool is intended to be used by students to support their resources and strengthen and spread knowledge about mental health. The main objective of the paper is to present some of the activities carried out in the project. To do this, the following research questions were formulated:

• How do adolescents aged 13-15 perceive and articulate their sources of well-being, resilience, and gratitude when engaged in participatory workshop activities?
• What are the methodological challenges and benefits of using photovoice and workshop methods with adolescents aged 13-15 to explore mental health and resources in a classroom setting? 

A participatory approach was used in the research and implementation activities undertaken. Participation was understood as the interactivity of strategies used to strengthen the motivation of young people to engage in various types of social and educational activities and also meant sharing with them the responsibility for making decisions (Bruselius-Jensen & Nielsen, 2021). In contrast to more traditional research design strategies, researchers utilizing a participatory approach often choose research methods and tools that can be conducted democratically. The foundational premise of participatory research methods is the value placed on genuine and meaningful participation – methods that offer "the ability to speak up, to participate, to experience oneself and be experienced as a person with the right to express yourself and to have the expression valued by others" (Abma et al., 2019). The advantages of the participatory approach include: 1) supporting the development of young people's identity and competencies, 2) supporting the development of self-efficacy, agency, and empowerment, 3) contributing to achieving better educational results, 4) promoting better health. It was assumed that this approach would help build a program tailored to the needs of adolescents and thus make them more willing to engage in its implementation, increasing its effectiveness. When creating preventive programs for young people, they should be adapted to their needs to reach them. Therefore, to ensure that the realities of life of as many children and young people as possible are considered, researchers are looking for and creating opportunities for their participation in developing such programs (Wickenden et al., 2022). This participation is crucial because young people are the experts and have the best knowledge about their lives (Johnson &West, 2022). Using a participatory approach, two workshops (PW) were organized for students aged 13-15, during which they had the opportunity to co-design the content and structure of the prepared digital program.

This paper provides a detailed exposition of the methodology and outcomes of participatory workshops (PWs) conducted in Poland as part of the me_HeLi-D project. The workshops, held in December 2023, explored and identified the sources of resilience, gratitude, and well-being among students, utilizing innovative and interactive methods such as Photovoice (Wang, Burris, 1997; Stephens et al., 2023). and Creation Labs. The significance of these workshops lies in their capacity to encourage self-expression and critical reflection among adolescents, enabling a deeper understanding of their mental health needs and perspectives (Maddy et al., 2020; Mooney et al., 2023). The methodology section of the paper is into the specifics of how the workshops were designed and implemented. Also, it discusses the rationale behind choosing these methods, emphasizing their suitability for engaging young people in conversations about mental health and well-being. PWs were organized in the project's partner schools in Austria, Slovenia, and Poland; however, the paper will present only the Polish findings. In the Polish context, 28 students aged 13-15 participated in these workshops. The paper presents the analysis of the data gathered from this workshop, highlighting the insights and perspectives shared by the participants. This analysis covered themes of resilience, how students articulate their sense of gratitude, and the various factors contributing to their well-being. The outcomes will be contextualized within the broader goals of the me_HeLi-D project, illustrating how these findings can inform the development of digital programs tailored to youth mental health. In summary, the paper will document not only the methodological framework and implementation of the participatory workshops in Poland but also offer a nuanced understanding of the mental health narratives of adolescents.

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