Through the implementation of the project, we aim to ensure that participating young people receive tangible tools and community-based experiences to cope with climate anxiety, uncertainty, and feelings of helplessness, and that instead of remaining at the level of “problem awareness,” they are able to transform their experiences into agency, connection, and realistic hope. From a youth work perspective, the project is not a “camp about a topic,” but a consciously structured, non-formal learning process in which young people reflect in a safe space, experiment, cooperate, and develop solutions that can be applied in their own environments. Our goal is for participants to recognize that anxiety related to the climate crisis is an understandable and legitimate reaction, yet manageable if young people possess self-awareness, emotional regulation, and community-based coping tools. To support this, the programme places strong emphasis on processing blocks, reflective circles, and self-awareness workshops (e.g. interpretation of climate anxiety; workshop on control and agency; processing focused on “gondoskodás ≠ kontroll”), which activate young people’s internal resources. From a youth work perspective, this means that we do not diagnose, but rather strengthen young people’s coping capacities and teach them how a safe, peer-supportive group can function. One of the key objectives of the project is community resilience, enabling young people to experience that burdens do not have to be “carried” individually, but can be interpreted and transformed collectively. In youth work, this is a core value: a good programme does not only transmit knowledge, but also builds relationships and a supportive environment. This is supported by team-building and cooperation-based programme elements (structured getting-to-know-each-other activities, small-group cooperation, shared challenges, community-based scavenger hunt-style games, intercultural evenings), as well as daily check-in/check-out type circles. The aim is for young people not only to “feel good,” but to learn how to stay connected even in the presence of conflicts and how to establish supportive community norms. Outdoor-based programme elements and site visits carried out in nature (e.g. learning connected to a community garden, responsibility–care workshops related to plants and living systems, creative processing activities) help young people reframe the climate crisis into the question: “What can I do at my own level?” From a youth work perspective, this is particularly strong because participants learn through experience rather than only receiving information: they observe, reflect, draw conclusions, and then create action plans. Our concrete aim is that by the end of the project, young people are able to articulate: -what they genuinely have influence over (on a personal and community level), -how they can initiate sustainable habits and community actions through small steps, -and how care can be lived in a way that does not lead to burnout or control compulsion. This is supported by workshops connected to active citizenship, “mit viszek haza?”-type action planning, and practical blocks where young people test concrete solutions (e.g. learning situations such as “ezt tényleg meg tudom csinálni otthon?”). In the language of youth work: the project helps young people move from being passive worriers to active community actors. Another objective of the project is for participants to develop key competences such as communication, cooperation, empathy, self-reflection, initiative, and basic facilitation skills. Learning outcomes do not emerge “by themselves,” therefore we integrate Youthpass-based reflective elements, journaling, visual and creative processing (e.g. jövőkép-kollázs, joint creations such as “reziliencia gyökerei”), and structured evaluation. From a youth work logic, this ensures that the project is not only an experience, but a documented developmental process that young people can later recall and apply. The project also aims for young people from the four countries to compare how climate anxiety appears in their contexts, what local good practices exist, and how these can be adapted to other environments. The international dimension is therefore not a “decoration,” but a methodological resource. Participants learn cooperation in intercultural settings and experience that challenges are shared, while solutions can be diverse. In parallel, youth workers from the partner organisations also learn from one another in facilitating programme blocks, accompaniment, evaluation, and follow-up.