The overall goal of our accreditation program for 2024–2025 was to create a coherent, structured, and sustainable educational space where the personal development of young people and their caregivers could be intertwined with experiential learning practices in nature. We chose to emphasize the outdoor and adventurous approach not simply as an aesthetic framework, but as an intentional methodology capable of fostering well-being, inclusion, and the development of transversal skills. Specifically, our ambition was to provide youth workers and social workers with concrete tools for working with young people with fewer opportunities, while also offering these young people truly transformative experiences where they feel valued, engaged, and part of a collective process. One of the key elements was the desire to share adventurous and experiential practices among youth workers from different European countries. The goal wasn't simply to provide techniques or activity formats, but to build a true community of practice capable of critically reflecting on how non-formal and outdoor education can support the psychological and physical well-being of young people. We aimed to leverage participants' prior experiences, engaging them with new methodologies to foster mutual learning. The project specifically focused on professionals working with NEETs and young people from inland and rural areas. This choice was not a coincidence: these professionals face daily challenges related to territorial isolation, a lack of educational and employment opportunities, and a general lack of motivation for the young people they serve. Offering them new experiential practices meant strengthening their support capacity, equipping them with more versatile and innovative tools capable of responding to complex needs. The youth exchange was conceived as a natural continuation of this process. While the youth workers explored models and tools during the training sessions, the exchange allowed young people with fewer opportunities to experience them firsthand. The goal was twofold: first, to provide the young people with an opportunity for well-being, away from their usual environment and in contact with nature; second, to help them develop key skills for their personal and social lives. We focused in particular on critical thinking, intercultural sensitivity, problem solving, public speaking, creativity, and adaptability. The project also had a strong inclusion component. Working with young people with fewer opportunities means not only guaranteeing them a place in the activities, but also creating the conditions for their participation to be truly meaningful. For this reason, we carefully supervised the preparation phase, accompanying them step by step and providing a welcoming environment during the mobility. Youth workers played a central role in supporting the participants, helping them recognize their progress and translate their experiences into lessons they can apply to their daily lives. In short, our project this year's primary goal was to build an educational ecosystem where youth workers, social workers, and young people with fewer opportunities could meet, grow, and experiment. The objectives can be summarized as follows: - share and consolidate outdoor and adventure educational practices as tools for well-being and inclusion; - strengthen the skills of youth workers working with NEETs and young people from rural/inner areas; - offer young people with fewer opportunities transformative experiences of well-being and personal and social growth; - facilitate key soft skills such as critical thinking, intercultural sensitivity, problem solving, public speaking, creativity, and adaptability in young people with fewer opportunities; - integrate concrete and realistic green choices into all phases of the project;