The project "Outdoor Education for Wellbeing, Environment and Inclusion" aimed to address several pressing challenges faced by Europe, including heightened social exclusion due to political tensions, exacerbated health issues from the COVID-19 pandemic, and deteriorating economic conditions linked to inflation and environmental degradation. These challenges have significantly impacted the mental health and social inclusion of young people and youth workers. In this regard, recognizing the urgent need to enhance capacity to support those at risk of mental health and inclusion issues, we determined that youth workers must first be equipped with the necessary tools and support. This preparation has been essential for them to effectively assist young people because providing care without adequate competencies can lead to negative consequences. Our solution-focused project addressed these critical issues by emphasizing social and human wellbeing through Experiential Outdoor Education (EOE). Youth workers learned how to design and lead outdoor nature-based activities to enhance youth inclusion and wellbeing. This was based on the background that studies have shown that EOE, through experiential activities, is a powerful tool for addressing wellbeing and inclusion issues while raising environmental awareness. EOE employs outdoor challenges to foster personal growth and group development through authentic experiences, group interaction, and self-exploration. The significance of EOE has increased due to the pandemic, which has led to high levels of stress, anxiety, and over-digitalization, even accelerating rates of digital gaming disorder among youth. Numerous studies have proven EOE's effectiveness in reducing stress, increasing motivation, mobilizing for the environment, and improving mental hygiene. EOE also embodies crucial values for youth work, such as sustainable living, respectful coexistence with nature, a humble attitude, and a willingness to step out of one's comfort zone. As Carol Welch says, "Movement is the medicine for creating change in a person's physical, emotional, and mental states." And Margaret McMillan notes, "The best classroom and the richest cupboard are roofed only by the sky." The main aim of the project was to improve the relevance of youth work by capacitating youth workers with innovative methods to address urgent issues related to social and human wellbeing, with a focus on increasing inclusion and participation and improving mental health through EOE. The project set the following objectives: 1. Identify current challenges faced by young people and examine effective steps for youth workers to implement in their work. 2. Explore EOE as an inclusive, healthy, and environmentally friendly method in youth work, focusing on its multiple benefits including reducing stress, promoting mental hygiene, and improving physical wellbeing. 3. Enhance the potential of nature in shaping young people's learning and personal growth. 4. Explore the role of youth workers in overcoming crises such as the pandemic and climate change. 5. Enhance participants’ transversal competencies necessary for working with young people. 6. Improve essential hard skills, including risk management, for conducting educational activities within EOE. 7. Equip youth workers with the knowledge and skills necessary for designing and implementing youth outdoor, nature-based non-formal activities aimed at improving inclusion and wellbeing of youth. 8. Promote values such as sustainable living, respectful coexistence with the natural environment, a humble attitude, and readiness for stepping out of one's comfort zone through EOE. 9. Foster youth work as a preventive approach for the social and health wellbeing of young people to improve mental health and social inclusion. The project adopted a reciprocal approach in its design and implementation, combining the principles of non-formal education, Experiential Outdoor Education, and Experiential Learning. The included mobility offered comprehensive theoretical knowledge paired with practical real-life outdoor experiences for hands-on training. During the project, we pieced together the puzzle of wellbeing and inclusion for both youngsters and youth workers along with the environment by developing competencies that serve both groups in a reciprocal way. By being able to take care of ourselves, we created the capacity to work with others and take care of the needs of other people. This approach fully engaged participants in the learning process, allowing them to take an active role in their experience and learning and take greater ownership and responsibility. This reciprocal approach was crucial to raising awareness about the potential of outdoor education and consequently increasing the motivation and commitment of young people to participate in such activities.