Empowering current and future generations to develop their ability to make informed and reasoned choices, their capacity to live together harmoniously, and their skills in managing stress and regulating emotions by strengthening their psychosocial skills (PSS) is a key driver of health promotion. Over the past 30 years, numerous research studies have demonstrated the importance of PSAs in children’s development, well-being, and health, starting from a very young age. In France today, several public policies reference PSAs: five national public health plans (priority prevention, mental health and psychiatry, addictions, tobacco, sexual health), the educational health pathway, and the Ministry of National Education’s “Health-Promoting School” initiative, within higher education and agricultural education, and at the regional level (Regional Health Agencies, local authorities, local health contracts, etc.). A national multisectoral strategy for developing HPS in children and youth is currently being rolled out. This reference document, intended for decision-makers and practitioners in the field, summarizes the current state of scientific knowledge on HPS, and provides initial guidelines for action and decision-making. Developed by Santé publique France in collaboration with several researchers, practitioners, and decision-makers, it is organized into four summary chapters. Chapter 1 offers an updated definition and categorization based on the scientific literature and international classifications (WHO, CASEL, OECD, etc.). Chapter 2 describes each of the 9 general CPS (and 21 specific CPS) identified: 3 cognitive CPS (self-awareness, self-control, constructive decision-making), 3 emotional CPS (awareness of one’s emotions and stress, regulation of one’s emotions, stress management), and 3 social SEL skills (constructive communication, constructive relationships, problem-solving). Chapter 3 presents an overview of the effects of evidence-based SEL programs on health (reduction in addiction, violence, mental health issues, and sexual health issues; increased well-being) and educational success (improved school climate, academic performance, and career readiness). Drawing on effectiveness and implementation studies, Chapter 4 presents the “key factors” common to various evidence-based CPS programs (2 main factors and 6 complementary factors) to facilitate the development of high-quality CPS interventions. This summary and the full document from which it is derived constitute an initial theoretical framework; they will be supplemented later by more practical, operational guides and resources. This framework contributes to sharing a common vision of CPS, with the aim of taking early action throughout a child’s development and in all settings, toward a generational goal of a new generation benefiting from CPS development throughout their life journey