Major international organizations such as the World Health Organization (WHO), UNESCO, and UNICEF support the use of the arts in school programs aimed at preventing violence. In France, new educational booklets on emotional and relational life use cultural tools like children's books, theater, and art to help students explore emotions, understand consent, and recognize signs of violence. A review of 25 years of research on this topic found only 14 studies that evaluated artistic prevention programs in primary or secondary schools, with just two using randomized controlled trials. While artistic activities are known to help children manage anger and regulate emotions, current scientific evidence does not confirm that they reduce violence. A critical review published in 2026 in the journal Future introduced a model that outlines how a story or artwork could help children recognize and discuss violence. This model is designed to be tested scientifically. Research shows that children often face barriers to speaking about violence, such as shame, self-blame, fear of consequences, or attachment to the person causing harm, especially if it's someone close. Younger children may also struggle to name their experiences or recognize them as abnormal due to a lack of vocabulary and understanding. When children are asked to talk about violence, they face a difficult choice: stay silent or reveal their experience in front of peers. This is where artistic and narrative mediation becomes valuable. Rather than just being a creative activity, it offers a symbolic way to explore and express what cannot yet be spoken of, in a safe and distant context. The model breaks this process into five steps, beginning with a piece of art or a story. These elements create a space removed from the classroom, where children can explore emotions without directly revealing their experiences. They encounter a conflict, resolve it through creation or immersion in the narrative, and develop feelings such as wonder, empathy, and pride. These emotions can translate into better emotional regulation, a shift in perspective, and more cooperative behavior in the classroom. Ultimately, the model helps children see themselves not just as victims or witnesses to violence but as "possible selves" who can recognize violence, find the strength to speak up, and help others. The review examined five academic databases (ERIC, PsycINFO, Scopus, Web of Science, and Google Scholar) from 2000 to 2025, selecting 14 studies that met specific criteria. The findings revealed a contrast: while art alone can affect factors like anger and emotional regulation, a reduction in violent behavior is only seen in large-scale programs that include multiple elements, making it hard to isolate the role of art. The literature has little to say about using art to prevent sexual violence, and no validated tools exist to measure a young child's beliefs about violence or their ability to imagine themselves in dangerous situations. The studies reviewed focused on six countries, and it is unclear whether these findings can be applied across different cultures. To address these gaps, the PREVIOS project is currently being developed. This multicenter initiative, involving teams in France, Italy, and Peru (with the possibility of more), aims to compare different methods of artistic mediation—such as children's literature and visual art—over at least six months. It also seeks to develop new tools to evaluate the effectiveness of violence prevention, including illustrated scenarios where children can imagine themselves as witnesses, victims, or aggressors.