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Background: Psychological well-being is a vital component of child development, influencing emotional stability, social interaction, and mental health. Traditional play activities provide opportunities for socialization, stress reduction, and emotional expression. However, increasing screen time and reduced outdoor play have negatively impacted children's psychological health. Objectives: To assess and evaluate the effectiveness of a structured teaching programme on knowledge regarding traditional play and its role in improving psychological well-being among school-going children. Methods: A quasi-experimental research design was adopted among 400 school-going children in selected schools of Ludhiana, Punjab. A stratified random sampling technique was used. A structured knowledge questionnaire was administered before and after the intervention. The structured teaching programme focused on traditional play and its psychological benefits. Data were analyzed using descriptive and inferential statistics. Results: Pre-test findings showed that the majority of children had inadequate knowledge regarding the psychological benefits of traditional play. Post-intervention, a significant improvement was observed, with a large proportion of children attaining moderate to adequate knowledge levels. The difference between pre-test and post-test scores was statistically significant (p <= 0.05). Conclusion: The structured teaching programme was effective in enhancing knowledge regarding psychological well-being related to traditional play. Encouraging traditional play can promote emotional stability, social skills, and mental health among children.