The project addresses a well-documented challenge in youth work practice: many young people transition into adulthood without having had structured, safe opportunities to reflect on identity, life choices, and the influence of social expectations. Formal education systems rarely prioritise this type of reflective learning, while many youth activities rely on performance-based methods, simulation, or predefined outcomes that limit authentic self-expression. From a youth work practice perspective, the project aims to create a high-quality non-formal learning environment grounded in voluntary participation, emotional safety, and respect for individual boundaries. The project provides young people with the space and tools to explore identity, responsibility, and social pressure without being evaluated, labelled, or required to perform roles. The approach is experiential and reflective, focusing on learning processes rather than outcomes, and does not involve therapeutic intervention or problem-solving. Through carefully structured activities and guided reflection, the project seeks to strengthen young people’s capacity for self-awareness, emotional literacy, empathy, and critical thinking. Participants are supported in understanding how personal experiences, early responsibilities, decisions, and expectations from others have shaped their identity and behaviour. Peer learning and active listening play a central role, contributing to mutual respect and inclusive group dynamics. A core objective of the project is to enable identity exploration beyond external labels such as nationality, social roles, or perceived norms. Temporarily removing comparison and expectations, the project encourages participants to reflect on who they are beyond imposed definitions, supporting autonomy, self-acceptance, and personal agency. The project also aims to develop young people’s critical awareness of social norms and the concept of “normality”. Participants are encouraged to reflect on how societal standards influence life choices, self-perception, and behaviour, enabling them to make more conscious and informed decisions in their personal and social lives. Inclusiveness is a cross-cutting principle of the project. The methodology is designed to be accessible for young people with fewer opportunities, including those facing emotional, social, economic, or geographical barriers. Activities avoid competition, exposure, and forced participation, allowing participants to engage at their own pace and level of comfort, in line with core youth work principles. Integrating daily individual and group reflection linked to the Youthpass framework, the project strengthens learning-to-learn competences and supports participants in recognising their own learning processes and personal development. It aims to contribute to higher-quality youth work practice by demonstrating how meaningful, long-lasting learning experiences can be created through depth, authenticity, and respect for young people’s lived realities. 1By the end of the YE, at least 90% of participants will be able to identify, articulate, and document a minimum of two personal learning outcomes related to identity, decision-making, or social expectations. These outcomes will be captured through daily reflection activities, individual learning journals, and Youthpass self-assessment, ensuring clear recognition of learning and transferability to educational, professional, and civic contexts. 2Throughout the mobility, 100% of participants will take part in daily reflective and experiential non-formal activities designed to develop emotional literacy, active listening, and self-awareness, in a voluntary and non-competitive manner. Participation will be monitored through attendance, facilitator observation, and daily evaluations, while respecting personal boundaries and emotional safety, in line with the project’s reflective methodology. 3By the final day of the YE, participants will collectively analyse and critically reflect on social norms and the concept of “normality”, producing at least one shared reflection output (e.g. collective discussion result, symbolic action). This output will demonstrate the achievement of the project’s objective to encourage critical thinking, empathy, and inclusive perspectives on social pressure and identity. 4The project will ensure inclusive and meaningful participation for all selected young people, including those with fewer opportunities, by applying flexible, non-competitive methods and targeted support measures. As a measurable result, at least 80% of participants will report increased confidence in expressing personal perspectives in the final evaluation compared to the initial baseline. 5By the end of the project and during the follow-up phase, the learning methods and key insights developed during the YE will be documented and shared through: Youthpass certificates for all participants a non-formal education method guide disseminated.