We are pleased to announce the successful conclusion of the pilot testing activities for Work Package 2 (WP2) of the Together Again 2 project. This crucial phase, executed by our School Partners in Slovakia, Poland, Spain, and Turkiye, confirms the strong value and relevance of the developed modules aimed at bolstering youth development, well-being, and resilience.
Methodology and Scope
The pilot testing was designed to verify the adequacy of the WP2 content, which includes seven theoretical modules and 21 practical tools. The tests involved over 120 students and teachers from diverse age groups and educational settings, exceeding the planned minimum of 25 participants from each of the four partner schools. Participants included students aged 12–16 and teachers who were initially unfamiliar with the topics.
The modules tested focus on core social-emotional competencies, including:
- Emotional regulation
- Self-confidence
- Empathy and communication
- Teamwork and social responsibility
Specific partners were responsible for testing designated modules:
- Poland (I LO im. Władysława Orkana): Modules 1 (Self-control / Emotion management) and 3 (Managing external stimuli).
- Slovakia (Elementary School Fatranská 14, Nitra): Modules 5 (Confidence in one’s own abilities) and 7 (Goal-setting & priorities).
- Spain (Séneca School, Córdoba): Modules 2 (Finding solutions in difficult situations) and 4 (Stress related to changes at school).
- Turkiye (ÖZEL ANAMUR UĞUR ANADOLU LİSESİ): Modules 3 (Managing external stimuli) and 6 (Persuading others to agree with their opinion).
The pilot sessions took place primarily in May and June 2025.
Key Findings: Visible Improvements and High Engagement
The Transnational report highlights that WP2 materials are effective, well-received, and highly valuable. Students actively participated in exercises and demonstrated visible improvements in classroom atmosphere, relationships, and personal reflection.
Strengths of the WP2 Materials:
- Practicality and Relevance: Teachers and students universally assessed the modules as highly practical and adaptable to diverse educational settings. The content is seen as realistic, understandable, and useful, directly addressing the emotional and social needs of young people. Students in Spain, for instance, found the scenarios presented (such as those in the SODAS Scenarios tool) familiar and relevant to their daily lives.
- Fostering Prosocial Skills: The modules support prosocial behaviour, strengthen emotional skills, and foster a positive, inclusive learning environment. Activities reinforced positive behaviors without pressure or competition. In Poland, students noted an increase in empathy and understanding toward others.
- High Student Engagement: Student engagement was high across all locations. Specific activities like Emotion Jenga, role-playing, and the Heroes’ Board were especially appreciated. Slovakian students, for example, worked on the activities of both tested modules (Confidence and Goal-setting) with great enthusiasm and interest.
- Content Quality: The theoretical content was highly praised for its clarity of language, accessibility, and substantive completeness, containing up-to-date psychological and pedagogical knowledge.
Recommendations for Future Integration and Development
While the materials were highly successful, participants provided crucial recommendations to ensure lasting impact and widespread integration.
- Need for Consistency: The effectiveness of the activities depends on regular and structured implementation. Teachers and students emphasized the need for systematic use and repetition of activities to ensure lasting effects, rather than relying on one-time interventions.
- Time Extension: Several activities were noted as time-consuming, and participants recommended allocating more lesson time for discussion, reflection, drawing, goal-setting, and priority exercises.
- Multimedia Elements: Participants suggested adding multimedia elements, such as introductory videos, at the beginning of some activities, for example, on the topic of self-confidence.
- Expand Contexts: The curriculum should be expanded to include new contexts relevant to students’ lives, such as family relationships and exam-related stress.
- Independent Tools: Students should be provided with tools for independent monitoring of emotions, such as emotion journals or coping strategy cards.
- Required Preparation: Participants highlighted the requirement for teacher preparation and support. Not all teachers felt confident in the role, necessitating training, guides, workshops, and tutorials.
- Increased Involvement: Students missed more space to express their feelings and requested opportunities to involve the teacher more actively in the activities.
Conclusion
Overall, the pilot testing demonstrated that the WP2 modules are highly valuable, coherent, and effective in improving the school climate, the quality of relationships, and students’ psychological well-being.
Based on these robust findings, it is recommended that WP2 materials should be permanently integrated into school educational practices, curricula, prevention programs, and extracurricular activities to support youth development and resilience. This ensures continuity and adaptation to diverse educational contexts.
