Through this project, we tried to normalize the existence and experience of unpleasant emotions as an integral part of (emotional) life, as well as enable recognition and ways of dealing with mental health problems. Accordingly, the goal of this project was the development of emotional intelligence in young people according to the Mayer-Salovey model (perception, use, understanding and management of emotions). In this way, we wanted to positively influence the general well-being of young people and their interpersonal relationships. The outcomes of the project were as follows: 1. To improve the emotional intelligence skills of young people. The participants were introduced to 6 primary emotions, which were followed by secondary emotions. In this way, the participants improved their skills in distinguishing these terms, understanding their connection, as well as the skill of naming emotions. Furthermore, the participants investigated aspects of emotions (subjective, biological, functional and social aspect) in order to better understand the creation and role of emotions. With the aim of strengthening cultural understanding, an activity was conducted on culturally specific idioms and culturally specific ways of expressing emotions, as well as untranslatable words. As part of emotional regulation, participants learned strategies for dealing with stress and practical skills to relax from stress. Through interactive exercises, the participants had the opportunity for practical application of what they had learned on the exchange, that is, they practiced the expression and recognition of emotions and communication skills with the aim of strengthening emotional intelligence. 2. To develop communication skills related to the expression of emotions among young people. With the aim of making it easier for the participants to express their emotions, but also to understand others, they had the opportunity to develop their communication skills at the Exchange. Through a series of exercises, the participants became familiar with the role and components of non-verbal communication, and they were then encouraged to verbally articulate their emotions through a series of reflective questions. Also, the participants went through specific set of communication skills that help with the expression of unpleasant emotions and with mutual understanding. These were: skills of assertiveness, reflection and conflict resolution. 3. To increase young people's understanding of the terms of emotional discourse from the media. Based on the analysis of the media discourse and conversations with students, current terms related to emotions were selected; regret, toxic positivity, mental health, stress. Through the analysis and processing of these terms, the participants learned to critically look at popular messages.