TOY - Trainers Online for Youth
This is a reference for Vassilena Varbanova
The training activity aimed to empower youth workers with the knowledge, skills, and confidence to support young people’s mental health and resilience through practical, culturally sensitive, and non-formal education approaches. It responded to the growing need for better mental health support in youth work contexts, particularly in relation to stress management, emotional well-being, and resilience-building among young people.
The training specifically focused on strengthening youth workers’ mental health literacy by providing them with practical knowledge about stress mechanisms, resilience, and coping strategies. It aimed to equip participants with concrete tools for stress management and emotional regulation that could be directly applied in their daily youth work practice. In addition, the training addressed the need to better understand mental health in diverse cultural contexts, supporting youth workers in recognising how cultural differences influence perceptions of mental well-being and approaches to support.
Another important aim of the training was to build both personal and professional resilience among youth workers. This included encouraging the use of mindfulness techniques and principles of positive psychology as tools for maintaining their own well-being while supporting young people in challenging situations.
The training addressed several key needs in the youth field. First, it responded to the increasing pressure on youth workers who often encounter young people facing stress, anxiety, and mental health challenges without having sufficient formal training in this area. Second, it addressed the need for practical, accessible tools that can be integrated into non-formal education settings. Third, it responded to the need for culturally sensitive approaches to mental health that reflect the diversity of young people across Europe.
The training activity aligned closely with the goals of the organising organisations, as it contributed to their mission of strengthening youth work practice, improving the quality of non-formal education, and supporting the well-being of both youth workers and young people. It supported organisational objectives related to capacity building, innovation in youth work methodologies, and the promotion of holistic approaches to youth development.
Overall, the training fit into the organisations’ strategic priorities by reinforcing the importance of mental health as a core element of youth work and by equipping practitioners with practical tools that can be applied directly in their local contexts to support young people more effectively.
The target group of the activity consisted of youth workers and volunteers who are actively working with young people on a regular basis and play an active role in their local communities. Participants represented a diverse mix of experience levels, including both experienced youth workers and those who were relatively new to the topic addressed in the training.
Participants were selected based on their motivation and commitment to actively participate in all phases of the project, including preparatory tasks, the full training course, and post-training follow-up activities. They were also expected to implement at least one local follow-up activity with young people in their communities within one month after the training, using the tools, methods, and knowledge gained during the course. In addition, participants committed to carrying out at least one dissemination activity to share the outcomes of the training, such as a blog post, interview, article, or social media publication. Sufficient English language skills were required to ensure active participation in intercultural learning and group work.
The activity brought together participants from several European countries, ensuring a strong international and intercultural learning environment. The represented countries were Bulgaria, Spain, Lithuania, Italy, the Netherlands, Romania, Türkiye, and North Macedonia.
Participants from Bulgaria, Romania, Türkiye, and North Macedonia travelled mainly by bus, car, or train, while participants from Spain, Lithuania, Italy, and the Netherlands travelled by plane.
The diversity of national contexts and professional backgrounds contributed to rich peer learning, exchange of good practices, and comparative discussions on youth work approaches in different European settings.
The training was based on the principles of non-formal education, using a learner-centred, participatory, and flexible methodology. The approach encouraged active involvement, peer learning, co-creation, and practical application of knowledge, with participants taking an active role in shaping parts of the learning process.
A variety of non-formal methods were used throughout the training, including:
Interactive presentations and facilitated discussions, used to introduce key concepts while encouraging participants to share their experiences and relate theory to their own youth work practice.
Brainstorming activities, which allowed participants to collectively explore challenges, generate ideas, and reflect on real issues affecting young people in their communities.
Role-playing and simulation exercises, where participants worked through realistic scenarios to practice responses, develop communication skills, and explore different perspectives in youth work situations.
Open Space sessions, enabling participants to propose and lead discussions on topics they considered relevant, fostering ownership of the learning process and peer-to-peer exchange.
Think Tank group work, focused on deeper reflection and collaborative problem-solving around key themes such as youth inclusion, mental well-being, digital challenges, or employment transitions.
Energisers and team-building activities, used to support group dynamics, strengthen trust, and maintain an active and inclusive learning environment.
Good practice exchange sessions, where participants shared approaches, tools, and experiences from their local contexts, contributing to mutual learning across countries.
Daily reflection and evaluation methods, helping participants consolidate learning, identify key takeaways, and connect training content with their professional practice.
Personal action planning, where participants developed concrete steps to apply the learning outcomes in their local youth work settings after the training.
Co-creation elements, where participants contributed to parts of the programme such as group facilitation, cultural inputs, and designing follow-up ideas.
Overall, the methodology ensured that participants were not passive recipients of information but active co-creators of knowledge, applying experiential learning and reflection throughout the training process.
The training activity achieved its main objective of strengthening youth workers’ competences in supporting young people’s mental health and well-being through non-formal education approaches. Participants developed increased awareness and understanding of stress, resilience, emotional regulation, and culturally sensitive approaches to mental health in youth work contexts.
The training also equipped participants with practical tools and methods that can be directly applied in their work with young people, including stress management techniques, mindfulness-based practices, and activities inspired by positive psychology. A key outcome was the increased ability of participants to integrate mental health-related topics into their youth work practice in a safe, supportive, and non-stigmatising way.
In addition, the training supported participants in translating learning into practice by developing ideas and plans for follow-up activities in their local communities. These initiatives aim to strengthen young people’s resilience and well-being at local level, ensuring the sustainability and transfer of learning outcomes beyond the training course.
I worked as a co-trainer within the trainers’ team. My role involved supporting the overall design and delivery of the training programme in close cooperation with the lead trainers and other team members.
During the preparation phase, I contributed to the co-design of sessions, including the development of learning activities, group work structures, and non-formal education methodologies aligned with the training objectives. I supported the adaptation of content to ensure it was relevant, participatory, and suitable for an international group of youth workers.
During the implementation of the training, I co-facilitated sessions, supported group work processes, and contributed to creating a safe and inclusive learning environment. I assisted in guiding discussions, facilitating reflection activities, and ensuring that participants were actively engaged and supported in their learning process.