This essay explores the rich social and moral themes found in Diary of a Wimpy Kid by Jeff Kinney, focusing on peer pressure, responsibility, friendship, and empathy. Through a qualitative content analysis approach, the study identifies key moments in the narrative that align with the objectives of the Swedish curriculum (Lgr22) for students in years 4–6. By examining Greg Heffley’s experiences, the analysis reveals how the pressures of conformity influence his decisions, the importance of accountability affects his relationships, and the complexities of friendship are tested through various challenges. Additionally, the essay highlights Greg’s gradual development of empathy as he learns to understand the emotions and perspectives of those around him. The findings show that Diary of a Wimpy Kid transcends its role as mere entertainment, functioning as a valuable pedagogical tool that stimulates crucial discussions on conflict resolution and fosters essential social skills. This exploration underscores the significant impact literature can have in educational settings, encouraging young learners to engage thoughtfully with ethical dilemmas and social responsibilities, ultimately preparing them to navigate the complexities of their social environments with confidence and compassion.