Voice was a two-stage, long-term learning process focused on the personal development of youth workers and educators. The project aimed to strengthen emotional and psychological resilience, especially in the context of post-pandemic challenges and the ongoing war in Ukraine. Participants engaged with a range of non-formal education (NFE) methodologies—including mindfulness, self-awareness, theatre-based techniques, reflection, and debriefing—applied consistently across both stages. These methods supported not only the integration of learning during the mobility but also the transfer of competencies into local youth work. The project's main objective was to foster a deep, sustainable personal transformation in youth workers and educators, empowering them to act as multipliers of wellbeing and resilience within their communities. The rationale behind Voice was grounded in a response to the increased psychological burden faced by youth and youth workers due to rapid societal changes, digital overwhelm, and a general sense of uncertainty. These burdens often lead to feelings of anxiety, burnout, and social exclusion, particularly among younger generations. The project specifically targeted the development of the following key competencies: Confidence – essential for public engagement and leadership Proactivity – to support initiative-taking in both personal and professional life Communication – interpersonal, intrapersonal, and intercultural Networking – creating professional and supportive connections Creativity – necessary for adaptive thinking and problem-solving in youth work Problem-solving – applied both in individual decision-making and group facilitation These competencies were enhanced by the fact that the whole group was multicultural and therefore participants engaged in development through the eyes of others, dealing not only with their reality that comes from country and culture but also through others who face different challenges and obstacles. This impacts also resilience that comes from stereotypes which are very often rooted in the local culture. During the project, participants developed all 8 Key Competences of the Youthpass framework through a combination of experiential learning, NFE methods, intercultural collaboration, and reflective practice. They enhanced their literacy and multilingual competences by working in international teams and expressing their thoughts in various formats. Through digital tools and online collaboration (email, whatsapp, google drive, audiovisual online tools, Canva, Padlet they enhanced their digital skills. Personal development sessions, group reflections, and feedback moments cultivated their personal, social, and learning to learn competences, while discussions on social issues and participatory methods encouraged active citizenship. By designing their own initiatives and contributing to real project tasks, they practiced entrepreneurship, and creative workshops and storytelling enriched their cultural awareness and expression. These objectives were selected based on needs identified through prior experience in the field and consultation with partner organizations. They were approached through activities that were often interlinked, ensuring a holistic and integrated learning experience. Furthermore, the project fostered an international, inclusive environment where participants could reflect on shared experiences across cultural boundaries. Despite the diversity of educational backgrounds, histories, and personal stories, participants found common ground in their desire to grow and help others. This intercultural dimension significantly deepened the impact of the project, fostering empathy, belonging, and a stronger sense of European identity. Through Voice, participants not only enhanced their own personal and professional competencies but also became better equipped to bring these tools into their youth work. This multiplier effect is already visible through various follow-up actions in their home communities, NGOs, and educational settings.