We will trust

• Provide each participant with one A5 sheet of paper and a pen or pencil.
• Each participant draws a clock on their paper and marks all 12 hours.

Part I: Setting up the meetings

• At each hour mark on the clock, participants write the name of another participant they will meet at that time. Meetings can be in pairs or groups of three.

Part II: Discussion rounds

• The facilitator announces a specific hour (e.g., “It’s 3 o’clock”) and gives a discussion topic or question.
• Topics can range from simple icebreakers to deeper conversations.
• Each conversation lasts 2 minutes (or longer if needed).
• After time is up, the next meeting hour is announced with a new question.
• This continues until all 12 “meetings” have taken place, covering 12 different topics.

Gather participants in a circle and discuss:

• What did you learn about each other?
• What common topics or interests did you discover?

1. Divide the group into teams of 4–8 participants.
2. Each team must creatively and cooperatively form a figure using their bodies based on the leader’s prompt (e.g., a dinosaur).
3. Teams have 10 minutes to prepare their figure. The leader can specify details such as:
   • Number of heads, legs, and tails the figure should have.
   • How participants can touch the ground (e.g., only a specific number of legs).
   • Adjustments like bending heads or improvising tails.
4. Once all teams have completed their figures, the leader inspects them.
   • Optional: A prize can be awarded for the most creative or well-executed figure.
5. Next challenge: Teams must now move their figure at least 3 meters and make a corresponding sound (e.g., a roar).

1. Writing the situations
   • Each student anonymously writes a specific situation that causes them tension, anxiety, fear, sadness, or frustration at school.
   • Situations should be detailed. Instead of “I feel stressed in math class,” they should write “I feel anxious when I have to go to the board in math class while everyone watches me solve a problem.”
   • Students can include both social situations (e.g., “I feel bad when I hear that someone was talking behind my back”) and personal challenges (e.g., “I get really nervous before a math test.”).
   • If appropriate, the facilitator may expand the scope to include experiences from extracurricular activities, family life, or even emotions felt during a hike.
   • No names should be included to ensure anonymity.
2. Collecting the responses
   • The facilitator gathers all the written notes.
3. Silent acknowledgment circle (Standard version)
   • Students sit or stand in a circle, lowering their heads and closing their eyes.
   • The facilitator randomly selects and reads aloud one situation at a time.
   • After reading, the facilitator asks those who have felt similarly to open their eyes and lift their heads.
   • Students look around and make eye contact with others who share similar feelings.
   • After a few moments, they lower their heads and close their eyes again.
   • The process repeats for each note.

• This version is conducted in the evening or at night in a forest setting.
• During the day, students write down their situations, and the facilitator collects them.
• After dark, the group gathers in a circle in a designated spot, each wearing a headlamp or holding a flashlight.
• The process remains the same—students close their eyes as the facilitator reads each situation aloud.
• If a student relates to the situation, they not only open their eyes but also turn on their flashlight and point it toward the sky.
• The darkness provides a sense of safety, making it easier for some students to participate.
• Those who feel too shy to open their eyes can still see the glow of flashlights around them, reinforcing the idea that they are not alone in their experiences.

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.