The challenge for education in school is effectively to support that students can perform at their full potential. Utilizing the individual child’s psychosocial well-being, including metacognition, may play an important role in achieving this. The aim of this study is to investigate how a helping others and self-evaluation intervention program improve children’s psychosocial well-being and metacognition in a school setting. During the intervention children set goals concerning helping others and did evaluate their own performance. Overall results showed that children’s quality of life and self-esteem were significant higher after intervention compared to before, and that boys scored significantly higher score on quality of life, self-esteem, and evaluation of metacognitive awareness after the intervention compared to before. The importance of supporting student´s psychosocial well-being at school is discussed.