In our work with young people aged 17 to 23, we have repeatedly observed a recurring pattern over the past few years: young people want to engage in deeper conversations about topics that are often marginalized in society or addressed only superficially. These include issues related to mental health, personal struggles, interpersonal and sexual relationships, moral dilemmas, and societal expectations. Although these topics are frequently present today on social media and in content produced by online influencers, we have found that such formats are insufficient for young people. They do not provide space for questions, dialogue, or reflection, and, most importantly, they do not allow young people to develop their own understanding of these topics, independently of adult opinions or societal norms. Furthermore, we observe that many young people have very limited opportunities to participate in decision-making about their own lives – some within school settings, others even within their families. When facing personal challenges, they often lack a safe space to express themselves without fear of judgment. Society frequently expects “correct” answers from young people on taboo topics, rather than allowing them to speak in a way that is authentic and meaningful to them. This manifests as lower self-confidence, inner struggles, and difficulties in coping with life challenges. The fundamental aim of the project was therefore to create a safe, free, and non-judgmental space where young people could explore topics that are rarely addressed elsewhere while simultaneously developing key life and social competencies. We wanted to offer an environment where questions are allowed, doubts are accepted, and different opinions are treated with respect. This core objective formed the foundation for all other project goals. The first central objective was to develop young people’s communication and rhetorical skills. We wanted to equip them with knowledge and competencies that would enable more active engagement in society, clearer expression of their own opinions, and the ability to advocate for their values. Special focus was given to argumentation, active listening, speech structure, non-verbal communication, and the culture of dialogue. Through experiential workshops, analysis of their own performances, and group challenges, young people developed confidence in public speaking and the ability to engage constructively with disagreement. The second key objective of the project was to empower young people with basic life skills. Special emphasis was placed on self-confidence, self-expression, interpersonal communication, creativity, and emotional intelligence. We believe these skills develop most effectively through experiential learning, which is why we primarily addressed them through artistic media such as theatre, film, music, and visual arts. We approached art as a tool that allows access to internal processes and themes that verbal discussion alone often cannot open. Through creative processes, young people explored their own experiences of the world, their bodies, emotions, and relationships, while simultaneously building trust in themselves and in the group. The third major objective was to address taboo topics related to mental health, personal challenges, and societal norms. The project allowed young people to engage with these topics gradually and in multiple ways: through embodied and artistic exploration, small group work, guided introspection, and open dialogues. The goal was not to provide “correct answers” but to encourage critical thinking, reduce stigma, and affirm that personal experiences are legitimate. We operated from the belief that young people represent the generation that will help shape a more open and empathetic society in the future. The fourth objective was to strengthen intercultural connections. By involving the local community, the natural environment, and participants from different countries, we aimed to foster solidarity, collaboration, and an understanding of diversity. Interculturality was not treated as a separate topic but integrated into everyday life during the mobility – through shared living, cooking, group work, national evenings, and informal conversations. We wanted young people to develop numerous specific skills through the project: techniques for relaxation and wellbeing, the ability to practice self-help and support others, environmental awareness, public speaking, rhetorical expression, defending their principles, openness to taboo topics, creative expression, and taking responsibility within a group. The project was guided by the belief that young people do not need ready-made answers, but rather time, space, and appropriate methods to arrive at their own understanding. Our aim was not to shape young people according to predefined standards, but to enable them to form their own perspectives, strengthen their confidence and value.