The COVID-19 pandemic has had a profound impact on the mental and emotional wellbeing of people around the world, and has been particularly noticeable for even more marginalised people such as deaf students. To address this problem, we took the initiative to participate in the Erasmus+ Youth Exchange programme and equip deaf students with the emotional skills they need to thrive in the aftermath of the pandemic. We intend to work on four main areas of intervention in what we can call emotional education or emotional literacy: 1. Fostering self-recognition and self-acceptance. We want to promote in deaf students a positive and adjusted view of themselves so that they develop a sense of optimism and competence about their possibilities to face difficult situations and to take decisions despite uncertainty and pressures. We also want to develop a coherent and continuous life story that helps to build one's own identity. 2. To promote emotional awareness in oneself as well as in others. To be able to identify and name the different emotions. To understand their causes, to understand that there are different degrees. To recognise the links between feelings, thoughts, words, actions. 3. To progressively develop emotional self-regulation. To learn to tolerate frustration, to express aggressive impulses in a socially acceptable way and to use thinking to organise and plan behaviour. In short, to develop cognitive skills of reflective thinking and programming that allow control of one's own behaviour through inner dialogue. 4. Understand social situations and establish relationships that foster belonging and a sense of well-being. Developing empathy, i.e. understanding the feelings of others, adopting their point of view and respecting existing differences. This is an essential skill underlying the ability to understand personal motivations, referential communication and mature moral development. This is an essential skill underlying the ability to understand personal motivations, referential communication and mature moral development. Develop assertive communication skills and manage difficulties in relationships. Often, D/deaf people (in the scientific literature, the term deaf with a capital "D" refers to those deaf people who feel part of a linguistic and cultural community, while the term with a lower case "d" refers to those who are hearing impaired but do not feel part of the deaf community) had no or partial access to the programmes promoted by the European Commission. This is because: - They are not aware of such programmes and opportunities such as youth exchange, etc. - Therefore, the main objective of this youth exchange is linked to the "EU Strategy for the Rights of Persons with Disabilities 2021-2030 (addressing the various challenges faced by persons with disabilities) and the priorities of Erasmus+ (Inclusion and Diversity) by including deaf young people in some activities of the EU programme. The specific objectives of this youth exchange are: - To bring together D/deaf young people from different EU countries to have an inclusive youth exchange experience. - To provide deaf students with a safe and inclusive space to process and discuss their experiences and emotions related to the COVID-19 pandemic. - To help deaf learners develop and improve their emotional intelligence and self-awareness skills. - Offer deaf learners the opportunity to learn from and connect with other deaf peers from different countries and cultures - Foster a sense of community and support among deaf learners, and help them develop resilience and confidence in their abilities. - Learning the language of emotions. - Active participation in society. - Improving awareness of the European project and EU values. - Improving intercultural awareness. The methodology we will carry out will be: The youth exchange will be structured in a series of workshops and activities designed to help deaf learners explore and process their emotions. Participants will engage in activities such as group discussions, role-playing exercises, mindfulness practices, meditation, various types of cohesive games, cooperation and art therapy. In addition, participants will have the opportunity to participate in team-building activities, cultural activities and other social events that will give them the chance to connect with their peers and build lasting relationships.