The project was initiated by IPTA in 2019, based on a series of local and international youth activities, while working with various groups of youngsters, some of them facing a disadvantaged background with mixed obstacles. We observed that the living environment is one of the main sources for different levels of self-esteem, mainly between those youngsters coming from rural or small urban areas and those living in large cities. In addition to this, we researched that these personal development gaps are more prominent between youngsters coming from western countries and those living in the CEE (Central and Eastern Europe) and Balkans. In this view, we developed a project that addresses the concept of healthy self-esteem as a mean to reduce the gap between the youngsters living in different regions of the Europe, hence stimulating IPTA and partners to promote this concept among their beneficiaries. We developed an educational program that promotes literature-based tools, and covers the four dimensions of the approach promoted by Geri Chavis (Poetry and Story Therapy: The Healing Power of Creative Expression, 2011): engaging with own creative expression, finding opportunities to voice the truth, affirming the strengths, and find new ways of coping with challenges. We deployed a broad methodology, including performance, creative writing, research, role-playing, emotional introspection, trust building and group awareness, thus creating a safe learning space for a peer-to-peer exploration. We also intend to use our project as a way of exploring emotional literacy, as many researchers (Wassiliwizky et. al, 2017) agree that literature has a huge impact on developing emotions and self-esteem. We achieved the following objectives: • Increased level of self-esteem for 90% of the 32 youngsters involved in the YE by the end of implementation, by working on their emotional literacy through literature-based tools. Measured with the Rosenberg self-esteem scale. • Deeper interculturality awareness of the CEE and Balkans’ regions for all the participants in the project by the end of the YE. Measured with peer-to-peer and group evaluation tools. • Improved decision-making competences for 80% of the youngsters involved in the YE, by the end of the YE. Measured with group-evaluation tools.