What Rota Jovem aimed to achieve with this project was to combat the problems that exist today by training and educating young people and project partners in EDH and ECD. With this in mind, we developed an action plan for the project on how we could achieve this. Our objectives were to invest in training the people involved in the project so that they could be agents of change and multipliers of the project. To this end, we focused on their training, providing them with tools to enable them to identify and deconstruct fake news, demystify stereotypes and/or prejudices, and combat hate speech. However, in order to ensure that this knowledge was not limited to the duration of the project and to ensure that it would continue in their daily lives, it was necessary to place the participants at the centre of the learning process. To this end, throughout the project, opportunities were created to develop the young people's skills in EDH and ECD, but more specifically, in how they could put them into practice and be active members of their community and society. Participants were invited to reflect on their learning process throughout the project, which enabled them to outline and express their real needs. In this way, we were able to ensure that, throughout the project, the teaching materials used were constantly adapted to the needs of the groups. Within this learning process, the use of artistic resources as a tool for sharing and raising awareness was an added value not only for the young participants, but also for the teachers and technicians involved in the project, who had the opportunity to be trained first-hand and to have access to new teaching materials and approaches that they could integrate into the curriculum of their subjects. Seeking to support young people to be more participatory in their community and society, it was important to explore the development of soft skills such as communication, teamwork, empathy and critical thinking. Group diversity allowed participants to step outside their comfort zone (but always in a safe environment), which ensured significant development in their learning process. In developing this work, we sought and achieved the lasting implementation of several key actions to ensure the continuity of the project's objectives. In concrete terms, it was possible to: Create more spaces for debate within schools in the municipality of Cascais, because, as the schools are part of a school cluster, these projects are disseminated by the schools and teachers involved in the project to the cluster, thus ensuring a multiplier and dissemination effect of the objectives at the municipal level. We also observed that there were several teachers displaced to teach in schools, which resulted in the dissemination of these results at an inter-municipal level. Create and/or help identify safe spaces where young people who experience violations of their rights can share their experiences and find support from their peers. In this case, in addition to schools, associations played a crucial role, as they provided a platform to showcase the work they do, allowing young people to learn about these important and significant spaces around them. In addition to safe spaces, during the project, young people were able to use the associations as a space for artistic creation, becoming a meeting and sharing point. By creating spaces for debate, creation and/or identification of safe spaces for sharing and artistic creation, it was possible to develop activities, exhibit artistic works, among other things, which consequently allowed young people to become agents of change to act and promote human rights and art in their communities. All this work aimed to empower people belonging to these spaces, which are privileged places for socialising and learning, to be prepared to address these types of issues in a structured way, providing resources, tools and knowledge so that they can gain the autonomy and interest to take the initiative to work on these issues. Ultimately, the project sought to mobilise people and communities in order to empower them to put the knowledge they had acquired into practice, both on a personal level, in their daily lives with friends and family, and on a professional level, whether in a school, university or work context.