We know and trust each other

We guide the group to a watercourse or nature source, collecting materials such as wood, stones, leaves, and bark along the way or using what is already available on-site.

Participants are asked to remain silent, listen to the sounds of nature, and connect with them by creating new sounds using the collected materials.

As the activity progresses, a rhythm naturally emerges, with each participant gradually joining in and contributing to the melody. To achieve harmony, participants must listen to one another and adjust their volume to create a balanced and unified sound.

1. Form pairs of children.
2. Each child receives a painting but must not show it to their partner.
3. Taking turns, one child describes the painting in detail, while the other draws and colors based solely on the description.
4. Once finished, they swap roles, keeping the painting hidden from their partner.
5. After both have completed their drawings, each child provides a subjective and objective description of the painting they explained.
6. Finally, they reveal the original paintings and compare similarities and differences between the original and recreated versions.

Create three concentric circles on the ground, big enough for all students to fit. You can also use chalk to draw them. Each circle will represent a zone. Explain the different zones to the students by having them first stand outside the circles. Then, invite them to enter and envision (in silence) how they feel as you explain each zone. After each explanation, have them step outside again. Do the final zone (panic zone) quickly, as it may be triggering for some students.

• Comfort Zone: This is where a person feels most at ease and relaxed. It typically includes activities that are familiar and routine, such as spending time with close friends or playing video games. In this zone, we can breathe easily, and our heart rate remains slow or normal.
• Challenge Zone: This is where learning and growth happen through new experiences. The person is alert – not entirely at ease or relaxed, but the challenge is manageable. Examples may include speaking in front of a class, practicing a new sport, or taking an exam. In this zone, we might have sweaty palms, breathe a little faster, and experience an elevated heart rate.
• Panic Zone: This is where a person is completely out of their comfort zone and unable to manage the situation or their emotions. Rational thinking becomes difficult, leading to emotional escalation or complete shutdown (immobilization). The person experiences distress, and it can become a traumatic experience. An example might be climbing in an outdoor area while having a strong fear of heights.

Then we ask them, starting all outside the circle to step into the zone they feel represents tyhem in different situations. We start with day to day activities: for example, eating ice cream (everyone will be in the smaller circle), going to the cinema, watching horror movies (slowly we will say things that some people enjoy and others don’t). Repeat 12 or 15 questions, having students step outside the circles before each one.

Then we will talk about outdoor situations like sleeping in a tent, being without my phone, using a compass, hiking, whatever we think of. If the group is mature enough, you can also have them say some situations. After some rounds, we will ask them to reflect on how different situations can be challenging or not to different people, and how we should support each other these days.

Part 1 – Sensory exploration

Participants are divided into small groups and given baskets to collect natural elements such as leaves, flowers, and stones. They are encouraged to touch, smell, and observe the colors and textures of the collected items.

• For participants with hearing difficulties, visual explanatory materials can be provided.

Part 2 – Creating natural art

Using the collected elements, each group creates a “natural collage” on a background paper.

• Participants can paint or add colors to their materials for more creativity.
• For those with motor limitations, larger brushes or sponges can be provided to facilitate paint application.

Part 3 – Sharing and exhibition

After completing their artwork, groups participate in a mini-exhibition, where they showcase their collages and share their experiences.

• An optional display area can be set up for everyone to appreciate the creations.
• The activity concludes with a discussion circle about what participants learned, how they felt, and their favorite moments.
• Optional: A healthy snack can be provided to celebrate the completion of the activity.

• Non-toxic paints and brushes
• Papers with different textures (sandpaper, cellophane, paper towels, tissue paper)
• Natural materials (leaves, flowers, branches)
• Strollers or baskets for collecting items
• Sand or soil boxes for tactile exploration
• Speaker for soft background music to create a relaxing atmosphere

Participants sit in a circle, all facing the same direction, one behind the other. The group’s task is to “prepare an Italian pizza”, with the tray (their hands) positioned behind each participant’s back.

They must follow these steps:

• Knead the dough (massage the back muscles).
• Roll out the dough (apply a gentle pressing motion).
• Add ingredients (pretend to sprinkle cheese, crack eggs, and slice salami).
• Place the tray in the oven and wait for it to “bake.”
• Enjoy the pizza!

The facilitator/teacher demonstrates the movements for each step, ensuring participants follow along with the corresponding gestures.

After the first “slice” is taken out of the oven, the group switches directions, allowing those who gave massages to now receive them.

The final activity of the day is lighting the fire, which will be tended throughout the night.

During the day, a volunteer list is created, assigning each participant a one-hour shift to watch over the fire.

Once everyone goes to sleep, the first shift begins. Each participant’s task is to keep the fire burning and attentively listen to the sounds of nature at night.

A support and tool will be placed near the fire, allowing each participant to leave a trace of their experience, which will be continued by the next person.

After an hour, the current watcher wakes up the next volunteer and accompanies them to the fire. This cycle continues until dawn.

The collected traces can later be displayed or used in other activities.

In this activity, the group transforms into a forest, with each participant embodying a different type of tree.

One person takes on the role of the Wind, standing in front of the group and guiding their movement with sweeping motions of the hand.

The Wind controls the speed, intensity, and direction, shaping how the trees respond.

Each participant freely decides what kind of tree they are:

• A strong oak resists the wind, moving only slightly.
• A young birch sways dramatically with each gust.
• A willow ripples and flows.
• A pine tree stands tall, bending only at its highest tips.

To enhance the experience, the Wind can start by leading a breathing exercise (three deep inhales and exhales). Encouraging deep breaths, combined with the sound of the wind, helps participants feel calm, grounded, and connected, fostering a sense of unity as they breathe together as one forest.

This activity can be done using two blankets or several sheets of paper, which will serve as the “bridge.”

The goal is to move from Point A to Point B without stepping on the ground (representing water). Participants can only move by stepping on the blankets or sheets. Since space is limited, they must use communication, planning, and teamwork to succeed.

After the game, a reflection session can be held to discuss the decisions made, their consequences, and how this relates to real-life challenges when working with others.

• Blankets or sheets of paper (Feel free to get creative with available materials).

• To increase difficulty, each participant must cross in a different way (e.g., if one person walks, the next must hop, slide, or find another method).
• If participants struggle, those who have already crossed can assist in creative ways, such as making a chair with their hands or carrying another participant on their back.

Create a calm atmosphere by playing soft background music. Ask participants to randomly pick a role card from a hat, keeping their role private from others.

Instruct participants to step into their assigned roles. Explain that you will read out a series of situations or events. Each time they can answer “yes”, they should take a step forward. If they cannot, they should remain in place. Read each statement one by one. At the end, ask participants to observe their final positions. Give them a couple of minutes to step out of their roles before moving into a group debriefing.

• Pre-prepared role cards on small slips of paper.
• A safe outdoor space for participants to move around freely.

• You have never faced serious financial difficulties.
• You have decent housing with a telephone and television.
• Your language, religion, and culture are respected in the society where you live.
• Your opinion on social and political issues matters, and your views are heard.
• Other people consult you about important matters.
• You are not afraid of being stopped by the police.
• You know where to turn for advice and help when needed.
• You have never felt discriminated against because of your background.
• You have adequate social and medical protection.
• You can afford to go on holiday once a year.
• You can invite friends for dinner at home.
• You have an interesting life and feel positive about your future.
• You can study and pursue the career of your choice.
• You are not afraid of being harassed or attacked in the streets or media.
• You can vote in national and local elections.
• You can celebrate important religious festivals with your family and friends.
• You can participate in an international seminar abroad.
• You can go to the cinema or theater at least once a week.
• You are not afraid for the future of your children.
• You can buy new clothes at least once every three months.
• You can fall in love with whomever you choose.
• Your skills and competence are recognized and respected in society.
• You can access and benefit from the Internet.
• You are not afraid of the consequences of climate change.
• You can browse any website on the Internet without fear of censorship.

• An unemployed single mother.
• The president of a political youth organization.
• The daughter of a local bank manager.
• A university economics student.
• The son of a Chinese immigrant running a successful fast-food business.
• An Arab Muslim girl living with devoutly religious parents.
• The daughter of the American ambassador.
• A soldier serving compulsory military duty.
• The owner of a successful import-export company.
• A young man who uses a wheelchair.
• A retired factory worker.
• A 17-year-old Roma (Gypsy) girl who never finished primary school.
• The girlfriend of a young artist addicted to heroin.
• An HIV-positive, middle-aged prostitute.
• A 22-year-old lesbian.
• An unemployed university graduate looking for work.
• A fashion model of African descent.
• A 24-year-old refugee from Afghanistan.
• A homeless 27-year-old man.
• An undocumented immigrant from Mali.
• A 19-year-old son of a farmer in a remote mountain village.

This activity is a powerful tool for reflecting on inequalities and challenging the myth of meritocracy. It highlights that not everyone starts from the same place in life, and the paths to success are deeply influenced by socioeconomic background, ethnicity, gender identity, and other factors. Participants are encouraged to discuss their experiences, reflect on privilege, and consider how these inequalities shape real-world opportunities.

Start by gathering the group and introducing the concept of mindful walking. Explain that this is an opportunity to fully engage the senses and be present while exploring nature. Encourage participants to leave behind distractions (e.g., phones, loud talking) and focus on the experience of walking.

• Mindfulness is about focusing on the present moment without judgment.
• Walking mindfully means paying attention to each step, the sounds around you, the textures beneath your feet, and the rhythm of your body.

Lead the group along a gentle part of the trail, allowing them to walk in silence. As you walk, periodically offer prompts to help them stay focused on their surroundings.

• Step 1: “Take a deep breath. As you breathe in, feel the air entering your lungs. As you breathe out, let go of any tension or thoughts.”
• Step 2: “Now, bring your attention to your feet. With each step, notice how the ground feels. Is it soft, rocky, or uneven?”
• Step 3: “Pay attention to the sounds around you. What do you hear? Birds, wind, rustling leaves?”
• Step 4: “What scents are in the air? Can you identify any flowers or trees?”
• Step 5: “Look at the colors around you—how do they change as you walk? Notice any patterns or details you might not have seen before.”

Encourage the group to maintain focus on these sensory experiences.

After the prompts, ask the group to continue walking in silence for a few minutes, allowing them to fully experience the presence of nature. Encourage them to notice the rhythm of their own breathing and steps.

Gather the group and invite them to share their experiences. Ask reflective questions such as:

• “What did you notice about your surroundings that you might have missed before?”
• “How did it feel to walk in silence?”
• “What did you notice about your body or thoughts during the walk?”