1) Social problem and needs In recent years society has undergone very rapid and intense transformation processes. These transformations have given rise to changes in citizens' behavior and changes in social structures, reflected in striking changes in the different sectors of society that affect all citizens, namely young people. Taking Victor Turner's theoretical basis as a reference, in the phase of transition to adulthood, young people go through different processes that have an influence on their future: 1st they go through processes of rupture, in which they are discovering the world in which they are inserted, but to which they feel they do not yet belong. In an age that is increasingly demanding, where the stimuli are many and the decisions infinite, young people tend to feel insecure, anxious, unmotivated, lost and unprepared to act as protagonists of their lives and of the society in which they live. In the current context, of post-pandemic, armed conflict and economic crisis, this crisis is even more striking: young people are increasingly "worried about the life that eludes them and also about the future that awaits them" (Scientific Council of AdvanceCare - The pandemic and mental health of young people: understanding more, supporting better, 2022). 2nd go through moments of crisis and intensification of crisis. Due to the previous breakdown process, young people face major impasses that condition their relationship and success with/in the different spheres that affect their lives (such as education, work, family), and which are reflected in worrying situations such as: - In 2021, 13% of young people in the EU27 aged 15-29 were unemployed and the same percentage was NEET (Eurostat); - In 2021, 24.24% of children in the EU27 under 18 were in poverty or social exclusion. Of adults aged 18-64, 21.6% were in the same situation (Eurostat); - In 2021, the school dropout rate among young Europeans was 10%, with a trend towards near stagnation (INE); - In 2021, the average age for young Europeans to leave their parents' home was 26.5 years. In this phase of transition to adulthood, young people tend, then, to go through multiple challenges which lead to an important multidimensional social problem: the existence of multiple situations of social exclusion and distance of young people from the different spheres of society, which condition their present and their future. 3rd they pass (must pass) through a moment of reparatory action, in which actions and measures are implemented to overcome the crisis. In this phase, there must be spaces which allow the creation of each young person as an individual. To help young people in their overcoming process and in building successful futures, Education assumes a fundamental role, so we need to ensure quality Education: that responds to the growing challenges young people face, that adjusts to their needs, that is innovative, that is dynamic and that is based on a practical logic, not focusing only on theoretical aspects focused on knowledge. On the contrary, Education must enable and encourage the development of competences in young people, such as curiosity, initiative, communication and expression skills, resistance to frustration, adaptability, leadership, proactivity, etc. It must also enable young people to become self-aware, allowing them to be aware of their talents and of their role in building their future and the future of society. 2) Solution To support young people in their overcoming process, we have devised the SHARING YOUTH VOICES, in which we explored the methodology of non-formal education (NFE) and artistic practices to promote the development of young people. Through a set of virtual activities and physical mobility, we created spaces for questioning, experimentation, freedom, reflection, dialogue, and expression (affirmation) of the individuality of each young person, supporting the realization of ideas and their individual growth. Based on artistic practices, with a focus on sociodrama, the project was a space for artistic expression and creation that allowed young people to question and reflect on the world in which they live, to develop their competences and to find their place ("art as a restorative action"). 3) Specific objectives - To promote the development of key competences in young people; - To explore the NFE methodology and artistic practices in the development of young people; - To promote young people's self-knowledge and awareness of their role in the construction of sustainable futures (their own and that of society).