With the implementation of “Inside Out” we first and foremost wanted to offer a group of young people a structured experience of work on psycho-physical well-being, clearly centred on emotions and focusing on the recognition, expression and management of emotions in everyday life, using the arts and non-formal education as the main working tools. From the point of view of youth work practice, our aim was to support young people in developing greater self-awareness, helping them to connect thoughts, emotions and behaviours and to read bodily signals as indicators of their own needs. In a society characterised by accelerated rhythms and strong social pressures, we increasingly saw young people struggling to name what they feel, to ask for help, to find spaces where they could be authentic without fear of judgement. With this project we wanted to create precisely that kind of space: a safe, protected and at the same time stimulating environment in which they could explore their inner world and experiment with new ways of emotional expression, both individually and collectively. The educational objectives were multiple but closely interwoven. On the one hand, we promoted the psycho-physical well-being of participants through workshops dedicated to emotional awareness, the recognition of needs and the management of difficult emotions; on the other, we developed basic artistic and expressive skills, using dance therapy, theatre, music, photography and storytelling not in a performance-oriented way, but as privileged languages to give shape and voice to their inner experiences. In parallel, we strengthened social and relational competences that are fundamental for active citizenship – empathy, listening, non-violent communication, the ability to build relationships of trust – through community life and group work. A central objective also concerned the intercultural dimension. By involving young people from Italy, Spain, Poland, Lithuania and Romania, many of whom with fewer economic, geographical or cultural opportunities, we created a context in which diversity was not only a topic of discussion but a concrete experience. Our intention was to enable young people to confront habits, stories and sensitivities different from their own, to recognise and question mutual stereotypes, and to experiment with building a temporary community in which they could feel welcomed and legitimised to “bring out” – hence the title “Inside Out” – what normally remains hidden. In very practical terms, we also aimed to empower young people in the role of co-protagonists rather than simple recipients. The distribution of tasks within national groups, the shared facilitation of warm-ups, sharing circles and some workshop activities, as well as the co-creation of the “Living Goose Game: a journey through emotions” and the open days with local schools, all responded to a clear objective: ensuring that each participant could experience first-hand what it means to contribute to the well-being of the group and to put their own skills at the service of a wider community. Another objective concerned the connection with the local territories. Choosing Casale della Nocerqua, working in nature, walking along the Via Francigena, having picnics in local parks and collaborating with the schools of Capranica and Vejano was not just a logistical backdrop, but an integral part of our educational intention: to show how emotional well-being is also linked to the physical environment, to the quality of everyday relationships and to the possibility of feeling part of a local community. Through the open days and follow-up activities, the experience did not remain confined to the days of the exchange but was reflected in schools, associations and informal groups in the different countries. Finally, looking beyond the duration of the project, “Inside Out” was conceived as a long-term “investment” both in participants and in organisations. For young people, the aim was that they could return home with concrete tools to take care of themselves and their relationships, with greater emotional literacy and the awareness that they can be agents of change in their communities. For the organisations, we consolidated and enriched educational practice by testing and refining a transferable methodology for working on emotions in a structured and safe way, consistent with the principles of lifelong learning and with the objectives of KA152 Erasmus+. In this sense, “Inside Out” was both a growth process for participants and an opportunity for qualitative development in youth work and for strengthening an international network of youth workers attentive to emotional well-being.