The Papageno effect occurs when fewer suicides are observed following exposure to media reports that model survival during a suicidal crisis. Nevertheless, there is a dearth of research examining whether popular narratives of survival can be used to prevent suicide and related outcomes in children. To address this gap, our group created a 3-month teacher-led literature unit designed to impart Cognitive Behavioural Therapy (CBT) skills to middle schoolers while reading the 3rd book in the Harry Potter series. In the novel, the protagonist becomes depressed and learns CBT skills to overcome his mental health crisis; in our intervention, middle schoolers learn how that is possible along with the character. After establishing feasibility and acceptability in an in-person classroom setting (2016-2018), we conducted a randomized control trial (RCT) at the largest urban school board in Canada. We found that, compared to controls, young people who received the curriculum had lower scores of suicidal ideation, self-harm and behaviour, and less emotional dysregulation, depression and anxiety symptoms. The intervention appeared to have large benefits to youth manifesting significant symptoms of depression and anxiety and small benefits to those without those symptoms at baseline. The COVID-19 pandemic created many challenges for school-based interventions including logistical challenges and higher teacher burnout and drop out. This lecture will discuss our findings in details, lessons learned, and future directions including planned studies in Hong Kong and Vienna.