For over 4 decades, Life Skills have been explored as a means of preventing health-compromising behaviour, especially with adolescents (Botvin, 1985). In 1993, WHO proposed its own definition of Life Skills as “the abilities for adaptive and positive behaviours that enable individuals to effectively deal with demands and challenges of everyday life” (WHO, 1994). In the literature, Life Skills are described as a set of “personal and cognitive skills” which derives from “cognitive-behavioural techniques” to develop self-esteem and social skills, resist persuasion, and cope with anxiety (Botvin, 1985). The development of Life Skills in schools is also identified as a lever for promoting pupils’ health and well-being as a health-protection factor (Simar et al., 2020), as a means of preventing risk behaviour (Botvin, 2000; Botvin & Griffin, 2004, 2007), mental health problems (Department of mental health social change and mental health cluster, 1999), as well as violent and risky sexual behaviour (Mangrulkar et al., 2001). Furthermore, the development of Life Skills fosters sociability, positive social interactions, cognitive development, as well as academic and professional achievements (Lamboy et al., 2021). Finally, Life Skills programmes and interventions are more efficient when founded on research, conducted by adults with strong life skills and through regular exposure (Lamboy et al., 2021). In France, they were developed from the end of the 1990s (Darlington & Masson, 2020) when the notion of competence was integrated into the French education curriculum. Initially known as “compétences émotionnelles et relationnelles” (i.e. emotional and relational skills) (Lamboy et al., 2021), the term “compétences psychosociales” (i.e. “life skills” in French) was truly adopted in 2016 with the introduction of the Parcours Éducatif de Santé (an educational pathway for pupils, focused on the development of various skills towards individual and collective health) (Ministère de l’Éducation Nationale, 2017; Lamboy et al., 2021). Recently the “Vademecum de l'École Promotrice de Santé” (Ministère de l’Éducation Nationale, 2020) has set out an important framework for the integration of Health Promotion in schools, with a particular focus on the development of pupils’ Life Skills to reinforce positive health behaviours and develop skills useful to the future adults whom pupils will become. Thus, Life Skills appear to be fundamental. However, in both French and English, different terms are used as synonyms to refer to Life Skills: a semantic clarification is therefore necessary. Moreover, in French, the term adopted in translation of the expression "Life skills" proposed by the WHO in 1993 seems to operate a semantic shift by becoming "compétences psychosociales” (which can be translated as "psychosocial competences"). This illustrates the fact that the notion of “Life Skills” remains rather vague; a global perspective on the terms used and their definitions seems to be required (Simar et al., 2020), in both languages. Thus, the purpose of this study is to analyze the terms and definitions used in French and English to discuss Life Skills, to reach a consensual definition. Method To do this, we have decided to conduct a scoping review and to follow the PRISMA Extension for Scoping Reviews (PRISMA-ScR) and its checklist (Tricco et al., 2018). This methodology is used as a means of mapping out literature on a given topic or in a specific field, and identify research gaps (Arksey & O’Malley, 2005; Levac et al., 2010; Peters et al., 2021). More specifically, it may be used to explore key concepts and clarify definitions regardless of study design (Munn et al., 2018), which is our intent. The scoping review is currently underway. To better understand Life Skills in France and at an international level, this review aims to answer the following questions: (1) What are the terms used to refer to Life Skills? (2) What is their definition? (3) Is there a consensual definition? The databases used are Google Scholar, ERIC, PubMed and HAL SHS. The inclusion criteria are: (i) peer-reviewed articles (ii) systematic and scoping reviews (iii) articles published in French and in English, (iv) articles which focus on health promotion in school, (v) articles which focus on a population of school pupils, (vi) articles which focus on teacher training. The exclusion criteria are: (i) conference papers, (ii) book extracts, (iii) institutional reports, (iv) articles which focus on after-school activities, (v) articles which focus on a population of students in further and higher education, (vi) articles which focus on adult education. Expected Outcomes The determination and the comparison of the French and English terms used to refer to Life Skills and their definitions should demonstrate that no conceptual definition has been formalized yet. This absence of consensus could be due to the fact that Life Skills are at the crossroads between different fields (psychology, sociology, education, anthropology). Thus, our study will try to elaborate a consensual definition regarding Life Skills.