The project aimed to explore, test, and systematise adventure-based outdoor education as an effective method to support the social inclusion and well-being of young migrants and refugees. A key objective was to better understand how outdoor and experiential learning can address challenges such as isolation, low confidence, and limited participation in community life. At the same time, the project focused on strengthening the capacity of participating organisations and practitioners by equipping them with practical tools, methods, and knowledge to design and implement accessible and inclusive outdoor learning activities. More specifically, we aimed to: Explore innovative approaches to promoting outdoor activities, including visual storytelling and video-making as tools for engagement and dissemination; Exchange best practices on the organisation and facilitation of outdoor and adventure-based learning, particularly in the context of working with migrant and refugee communities; Develop, test, and refine a tailored educational programme based on outdoor learning methodologies; strengthen cooperation within the consortium and build long-term organisational capacities and disseminate to the network of local partners and stakeholders
We applied for this project in response to a growing need to support the social inclusion and mental well-being of young migrants, refugees, and young people with fewer opportunities. We observed that many young migrants experience isolation, limited access to meaningful educational opportunities, and barriers to participation in community life. At the same time, organisations working with this target group face structural challenges, including limited resources, lack of trained staff, and insufficient methodologies to engage young people in a holistic and accessible way. Existing approaches often rely on formal or classroom-based methods, which do not always respond effectively to the emotional, social, and practical needs of young migrants. Through our preliminary research and local experience, we identified adventure-based outdoor education as a promising but underutilised approach. Outdoor activities provide a natural, low-pressure environment that supports mental health, builds confidence, and facilitates social interaction beyond language and cultural barriers. However, there is a lack of structured knowledge, practical tools, and shared methodologies to integrate this approach to educational service providers regular work