This paper examines the role of children’s literature as a narrative tool capable of integrating educational, clinical, and social dimensions in contexts of vulnerability, with a specific focus on Southern Italy. Through the intersection of pedagogy, Medical Humanities, and narrative medicine, it explores how picture books, fairy tales, and silent books help children process complex experiences, fostering empathy, wellbeing, and inclusion. The contribution offers a critical and interdisciplinary reflection on the transformative power of stories as devices of care, capable of addressing educational poverty and opening spaces of meaning within growth, relationship, and healing processes.