The project aimed to strengthen the capacity of youth workers to understand, critically analyse and address aesthetic pressure and its impact on young people. This topic emerged from the identified need to create safer, more inclusive and reflective spaces where young people can explore issues related to identity, self-esteem and mental health without fear of judgement. As youth workers, we observed that aesthetic pressure, reinforced by social media, cultural norms and dominant beauty standards, has a significant impact on young people’s well-being, often leading to low self-esteem, comparison, exclusion and mental health challenges. In this context, the project sought to provide a structured and experiential learning environment where participants could explore these issues both from a personal and professional perspective. One of the main objectives was to deepen participants’ understanding of the concept of aesthetic pressure, including its causes, channels and social implications, as well as its intersection with factors such as gender, culture and diversity. This knowledge aimed to help youth workers better recognise how these dynamics affect the young people they work with. Another key objective was to equip participants with practical tools and non-formal education methods to explore and reflect on aesthetic pressure in three dimensions: personal, social and cultural. Through this, participants were encouraged to develop critical thinking, analyse media messages and challenge dominant narratives around beauty and identity. In addition, the project aimed to introduce diverse and inclusive role models, helping participants to broaden perspectives and promote representation in their work. A central objective of the project was also to strengthen participants’ competences in creating and facilitating safer and braver spaces. These are environments based on respect, trust and non-judgement, where young people feel comfortable sharing their experiences and emotions. Participants were provided with concrete guidelines and methods to implement such spaces in their own organisations and communities. Participants not only learned about these tools but also actively tested and adapted them during the training, which increased their confidence in applying them in their own contexts. In addition, the project sought to promote critical thinking regarding social media and dominant beauty standards, as well as to introduce diverse and inclusive role models. These elements were particularly relevant for participants, who highlighted the importance of representation and the need to challenge dominant narratives in their daily work. Finally, the project aimed to support youth workers in transferring the acquired knowledge, skills and attitudes into their daily practice. By doing so, the project contributed to improving the quality of youth work, fostering more inclusive, aware and supportive environments for young people, and promoting long-term impact beyond the duration of the activity. Participants had not only acquired knowledge and tools, but also reflected on how to integrate them into their organisations and local contexts, contributing to more inclusive and conscious youth work practices.