CrossBorder23 was able to cross and open borders. It was able to enable young people of different cultural backgrounds, educational paths and levels to experience “borderlines”, i.e. to deal with internal and external limitations. CrossBorder23 was able to artistically address who the young people are, what they experience, how and where they live, what they dream about and what they are afraid of. According to the motto “Culture makes you strong”, CrossBorder23 focused on youth encounters in combination with theater, dance and music. Artistic and pedagogical aspects of acting, choreography and music-making could be used to enable an engagement and exchange with one's own and other people's realities, diverse identities and cultural diversity. Barriers such as prejudices, fears or language that prevent coming together and integration could be addressed and worked on theatrically and musically. Young people were able to actively participate in innovative forms of art and culture. Through theater work and music, we were able to offer a social learning space that promoted creativity and social skills. He was able to stimulate and enable critical examination of the past, present and future, promote interest in political and social issues and encourage humane action. Young people were also given the opportunity to learn about and try out how to handle data responsibly on social media. CrossBorder23 was an opportunity for participants to experience self-efficacy. They played an important role in the programming of the youth encounter and the development of the play. Participatory methods in planning, implementation and evaluation were able to guarantee the participation rights as well as the rights of complaints and objections of the young people in the project. In doing so, they were able to gain skills for participation in social life. A large proportion of the young people taking part had experienced discrimination, marginalization and/or disadvantage due to disability, migration or religious background. The young people had fewer chances of integration in social, cultural and/or professional terms. They were able to gain new perspectives through the youth encounter and the opportunities for cultural work. Young people with disabilities, behavioral problems or other special needs were consciously involved and supported in the project. Young people who, for example, B. due to the different types of schools, especially those with a special education or special education character, who spend their everyday life in separate groups, could be integrated.