This chapter examines the pivotal role of scaffolding in enhancing Collaborative Problem Solving among adolescents, with a focus on how adults, peers, and digital tools contribute to supporting cognitive, socio-emotional, and organizational processes. Drawing on Vygotsky’s sociocultural theory and the concept of mediation, the chapter outlines three key types of scaffolding: cognitive process scaffolding, group process scaffolding, and classroom management scaffolding. Cognitive scaffolding aims to enhance critical thinking, argumentative skills, and metacognitive reflection. Group process scaffolding addresses interpersonal dynamics, promoting inclusive participation and effective collaboration, while classroom management scaffolding ensures task alignment, time management, and group focus. The chapter also explores the roles of peer scaffolding, where adolescents co-regulate both task-related and emotional aspects of problem-solving, and digital tool scaffolding, which supports communication, cognitive engagement, and task organization. These forms of scaffolding are discussed as complementary to adult-led interventions, working together to address the complexities of CPS. By integrating various scaffolding strategies, the chapter provides a nuanced understanding of how human and technological support mechanisms can optimize CPS outcomes in educational settings. The discussion emphasizes the dynamic interplay between these scaffolding types and highlights their significance in fostering collaborative skills among adolescents. Offering both theoretical and practical insights, the chapter underscores the critical role of scaffolding in enhancing CPS and informs future research and educational practices aimed at better supporting adolescent collaboration through diverse scaffolding strategies.