In a digital age where mental health challenges are more incrementally recognized, fairy tales and children’s literature offer a promising intervention with AI-driven bibliotherapy to support students’ emotional well-being. This research explores the capacity of AI in selecting therapeutic texts based on students’ emotional needs. It aims to develop a structured educational model for implementing AI-assisted bibliotherapy in schools, while ensuring children remain engaged with physical books rather than excessive screen time.

The study employs a survey methodology, targeting teachers in selected Kuwait schools to assess their awareness, perceptions, and challenges regarding the use of literature for mental health support. The collected data will be systematically analyzed to identify trends, stumbling blocks, and opportunities for AI-enhanced bibliotherapy in educational settings. Based on the findings, data-based recommendations will be proposed to guide educators in effectively incorporating AI-assisted reading programs into their curricula.

A sound educational framework will be introduced, ensuring the validity of the process and offering a step-by-step guide for integrating AI-powered bibliotherapy into schools. By linking traditional storytelling with cutting-edge technology, this study highlights the paradigm shifting role AI can play in promoting mental resilience and emotional well-being through literature.

Keywords: Bibliotherapy, Artificial Intelligence, Fairy Tales, Mental Health, Education.