The project titled "From Foreign Lands to Icelandic Sands: Immigrant Journeys through Nature, Well-being and Climate Action" (which will be abbreviated FLIS from now on) was born from a very simple, human observation shared by all partner organisations: many young immigrants and newcomers do not only struggle with practical aspects of settling in a new country, but also with the emotional weight of starting over - uncertainty, loneliness, pressure to “adapt quickly”, and the feeling of being “in-between” cultures for a long time. From the beginning, we wanted to create a space where young people could feel seen, listened to, and supported, while also gaining concrete learning experiences that could help them integrate and participate more confidently in their communities. At the application stage, we defined objectives connected to integration, intercultural dialogue, environmental awareness and active citizenship. However, we also knew that none of these objectives can be achieved in a meaningful way if participants do not feel emotionally safe, if their mental well-being is neglected, or if the learning environment becomes too demanding. For this reason, beyond the formal objectives, the project carried a strong intention to support the well-being of each participant, to normalize difficult emotions, and to build a group atmosphere based on trust, respect and psychological safety. We did not approach mental health as an abstract topic, but as a lived reality for many newcomers, and we tried to respond with care, patience and supportive facilitation. We chose to connect the project’s core themes (nature, well-being and climate action) because we believed they could offer a common ground, accessible to everyone regardless of background. Nature created a setting where participants could slow down, reconnect with themselves and with others, and reflect without pressure. Well-being activities and reflection circles helped participants process their experiences, while intercultural learning moments allowed them to understand differences not as barriers, but as opportunities for connection. Climate action and sustainability were approached not only as global challenges, but also as a way to rebuild agency: to remind participants that they can contribute, influence and act, even when other parts of life may feel uncertain. Our main objectives were therefore to support young immigrants in strengthening their sense of belonging and connection, to develop emotional resilience and well-being, and to encourage a more conscious relationship with nature and climate-related issues. At the same time, we aimed to improve intercultural competences, communication skills and confidence in participation, so that young people could return home feeling more capable of engaging with others and of taking initiative. At organisational level, we wanted to strengthen cooperation between partners, exchange practices in youth work with diverse groups, and consolidate a partnership that can continue working together beyond this single activity. Following the feedback received during the evaluation phase, we also made a clear effort to conceptualise these objectives in a more measurable and observable way, without losing their human essence. We kept asking ourselves: what would “belonging” look like for a newcomer during a youth exchange? How do we notice increased confidence or improved well-being in real life? What changes can participants describe in their own words? This mindset helped us remain grounded and reflective, and it guided the way we monitored the experience and collected feedback. For this purpose, the partnership introduced a structured evaluation approach combining qualitative observations with participant feedback collected at different stages: before the main activity, during the exchange, and at the end of the project. These moments helped us track learning, emotional experiences and engagement, and they gave participants a chance to articulate their own growth, needs and achievements. We also used continuous reflection sessions and supportive facilitation to ensure that the project did not become simply a packed programme of activities, but a coherent learning journey that respected each participant’s pace and personal background. Looking back, we wanted to implement the project objectives fully (and we believe we were able to do so) while staying attentive to what truly matters when working with young people in vulnerable or transitional life situations. We aimed to deliver strong non-formal learning outcomes, but also to offer a sense of community, emotional support and hope. In that sense, the project was not only about themes and activities, but about people: their stories, their courage, and the possibility of feeling at home, even in a place that initially feels foreign.