The main objective of the project was to promote psychophysical health care among youth - members of target groups, including learning self-regulation and co-regulation, increasing body and emotional awareness, learning NVC (non-violent communication), acquiring skills in recognizing and setting boundaries, assertiveness, prevention of eating disorders and self-harm, the importance of living in harmony with nature and environment-friendly practices, raising awareness of how to care for health and where to seek support. The intermediate goal was to create a didactic tool that limited passive methods of information transmission in favor of methodologies based on social constructivism currents, emphasizing learning through action, experience and reflection on them, which was later made available as a module for independent use by teachers in lessons and leaders of youth groups along with research results on effectiveness. We used a series of workshops created based on expressive therapy methods (music therapy, drama therapy, dance and movement therapy, sensory integration, art therapy) based on specific educational outcomes according to Bloom's taxonomy. We applied already developed practices regarding the creation, implementation and facilitation of this type of workshops in the context of psychoeducation successfully used in the British Isles and EU countries, as well as the experience of key team members in this field. The entire project was placed within the context of family life education and homeroom classes, appropriately expanded to create a coherent, structured didactic process based on experiential learning methodology. It was conducted with active cooperation from pedagogues and management of educational institutions in the region where the broader target group studied, namely youth from primary schools (grades 6-8) and secondary schools. The entire project was carried out with the involvement of a group of young people who were regularly engaged in the foundation's activities. Its members themselves had often been deprived at some point in their lives of agency and psychological strength in terms of "self-to-self," "self-to-other," and "self-to-world" relationships, as described more extensively in the section about the organization. Through long-term, process-oriented action in a community that strengthened agency, encouraged taking initiatives and supported at every stage of this process, functioning on the principle of voluntary participation and emotional safety, they learned and understood the importance of caring for themselves and each other in a safe space, and then wanted to pass this message on to others by creating a project team. Simultaneously, due to the activities undertaken within the foundation, they were interested in personal development in the expressive stream and related competencies (soft and hard skills), including using these techniques as educational and preventive tools. The need to engage a broader target group was diagnosed based on a 2022 report, where GrowSpace Foundation requested data from provincial police commands and the main headquarters for access to public information. It was established that during the year, there were 2,031 cases of suicide attempts among children and youth up to 18 years of age. Unfortunately, 150 cases ended in death. The World Health Organization estimated that for every registered suicide death of a young person, there were 100 to 200 unreported attempts. The most frequently cited causes were family conflicts, school bullying, and mental disorders. The Ministry of National Education report "Mental Health of Children and Youth," as a conclusion after nationwide consultations with children and youth (several thousand people), indicated the need for social education and promotion of mental health, e.g., through information campaigns - showing society that using psychological help was not something shameful, and the necessity of improving awareness about mental health in schools - introducing psychoeducation into teaching programs, which allowed for understanding human organism functioning and reduced stigmatization of people with mental health problems. Psychoeducation could also positively influence the atmosphere in schools through understanding one's emotions. Above all, it was valuable to act and talk with young people - maintaining respect and subjectivity as well as partnership relations. It also seemed important to include more activating methods (e.g., games, quizzes, interactive activities). Expressive workshops using elements of dance and movement therapy, drama, activities with music and rhythm were ideally suited, and their possible application in this field was demonstrated in Poland and abroad. The Foundation wanted to expand its audience.