From Roleplay to Meaning: Strengthening reflection practices in eduLARP for youth aims to strengthen the quality and intentionality of reflection and de-roling practices in youth work that uses educational live action role-play (eduLARP) as a learning method. Immersive role-play is increasingly used in youth work to support learning, participation, and personal development. Across the participating organisations alone, eduLARP and role-based methods have already reached well over 10,000 young people and participants, including Waldritter (2,000+), Nausika (4,000+), Selkie and its facilitators (2,000+), Shokkin (500+ via role-play and 5,000+ via other educational games), Fantazmat (300+), EREA (550+), and Aretea’s key staff (1,000+). EduLARP offers young people powerful experiences to explore identity, values, relationships, conflict, and social realities within a safe fictional frame. Based on shared observations across organisations in the field, there is growing recognition that the reflection phase following immersive activities can benefit from stronger structure and intentional design. When reflection is limited or handled in a very general way, opportunities for deeper meaning-making, learning transfer, and personal integration may be reduced. Strengthening reflection practices can therefore help youth workers better support participants in connecting fictional experiences to real-life insights, personal development, and empowerment. From a youth work perspective, reflection is a core element of non-formal and experiential learning. Without adequate reflection, immersive play risks remaining an engaging but isolated experience rather than a meaningful learning process. This project responds to the need to strengthen reflection as a key youth work competence within eduLARP practice. The primary objective of the project is to equip youth workers and youth educators with concrete, adaptable facilitation tools for post-play reflection and de-roling. The training course supports participants in guiding young people to meaningfully process fictional experiences, articulate personal insights, and consciously connect these insights to their everyday lives, values, and future actions. A central focus of the project is narrative reflection. EduLARP naturally generates stories, perspectives, and symbolic experiences; this project strengthens youth workers’ ability to use narrative-based reflection methods that help participants “translate” experiences from role to self. By developing narrative reflection competences, youth workers can better support young people in understanding what happened, what it meant to them personally, and how it relates to real-life situations — without moving into therapeutic territory. The project also strengthens emotional safety in youth work practice. Immersive role-play can evoke strong emotions and identification with characters. Through improved de-roling and reflection practices, youth workers are better prepared to support participants in safely disengaging from roles, regulating emotions, and closing experiences in a contained and respectful way. The project aims to: - equip youth workers with concrete facilitation tools for post-play reflection and de-roling; - strengthen narrative competence to support learning transfer; - support ethical and emotionally safe use of immersive methods; - professionalise reflection practices and make them more transferable; - strengthen organisational capacity by embedding reflection frameworks. By framing reflection as a structured youth work competence, the project ensures that immersive experiences translate into meaningful learning, personal development, and empowerment for young people.