// Module 1 FOR EDUCATION PROFESSIONALS

Outbursts of anger, withdrawal, seemingly random tears, or sudden overexcitement – many educators recognise these reactions from everyday experience. Sarcastic silence, aggressive remarks, or complete detachment are also often signs of inner distress. But what lies beneath? What is a child or young person expressing when words are missing? And how can we support emotions without rushing to judgment? This workshop on understanding and supporting children’s and young people’s emotions offers practical approaches to better interpret emotional behaviour and respond with care. Emotions such as anger, fear, shame, or helplessness can be difficult for everyone involved – yet they need space, acknowledgement, and a safe framework. Core focuses include: Common ways strong emotions are expressed at different ages Concrete case studies from educational practice Strategies for mindful support of emotional processes Methods for naming and holding emotions without shaming Reflecting on one’s own stance when faced with emotionally charged situations The aim is to sensitively read the emotional messages behind behaviour – and to meet children and young people in ways that keep connection possible. Taking feelings seriously strengthens self-awareness, the capacity for relationships, and builds the foundation for meaningful, trust-based educational relationships.

A child who repeatedly withdraws. A young person who seems to fit in – yet feels isolated inside. Loneliness is not loud. It is often quiet, hidden – and for that very reason, hard to spot. But loneliness is more than a vague feeling: when it becomes chronic, it can severely affect wellbeing, learning motivation, and mental health. It can lead to self-devaluation, social withdrawal, inner emptiness – and sometimes to aggression or depressive behaviour. What is particularly concerning: if a genuine sense of belonging is missing for a long time, young people are at higher risk of seeking recognition where it appears easy to find – for example, in problematic online forums, incel communities, or extremist groups that deliberately exploit feelings of isolation. This workshop aims to understand loneliness in a nuanced way – as an emotional state, a social reality, and an educational challenge. Together with participants, we address questions such as: How can we recognise deep loneliness – beyond withdrawal or introversion? What signals point to inner isolation – even in “well-adjusted” students? How does the social climate in a class shape the experience of belonging? The focus is on practical strategies for educators to strengthen belonging and respond sensitively to loneliness – with the unspoken message: You are seen. The workshop offers space for exchange, reflection, and peer case discussion – and explores ways not only to recognise loneliness, but also to respond to it with attentiveness, patience, and meaningful support.

Children and young people do not develop their identity in a vacuum. They are shaped by what they encounter in everyday life: expectations, labels, and role models – in their families, at school, in the media, or within their peer group. Whether it’s “the strong one”, “the quiet one”, “the sweet one”, or “the leader” – such images take hold early, often unspoken, yet with lasting influence. This workshop invites participants to sharpen their awareness of the interplay between self-image, how others see us, and societal role expectations. Key questions include: What influences shape young people’s identity development? How do gender, background, group belonging, language, and social norms interact? How can educators create spaces where diversity is possible – without putting people into boxes? Using case studies, input, and practical reflection, the workshop offers concrete strategies for educational practice: How can identity development be supported – openly, without judgement, and in ways that foster growth?

“Where are you really from?” – “You’re pretty strong for a girl.” – “It’s probably just a phase.” These kinds of comments are no exception. They reflect deeply ingrained stereotypes about gender, origin, appearance, or social background. Children and young people often encounter such assumptions early on – and may begin to internalise them, adapt to them, or resist them – sometimes at the cost of their self-perception and wellbeing. This workshop creates space for an in-depth exploration of diversity in everyday educational settings: Which role models and norms shape our thinking – often unconsciously? Who is represented in schools, groups, and teaching materials – and who is left out? How can diversity not just be named, but also lived and made visible? In addition to gender, other dimensions of diversity are addressed – such as social and cultural background, religion, disability, language, and sexual orientation. The lived realities of children and young people remain at the centre throughout. A key element of the workshop is the self-reflection of educators: What images of “normality” do I carry within me? Where do I hold privilege – consciously or unconsciously? How can I act with sensitivity to discrimination? Through case studies, reflection exercises, and impulses from an intersectional perspective, participants develop practical strategies to foster diversity in schools and educational settings – and to actively counter exclusion.

Between glow-up trends and displays of dominance, a tight corset of gender norms and expectations around body, behaviour, and identity is being shaped. Short formats like TikToks, Reels, and Shorts deliver messages in seconds – subtle at times, brutally direct at others: “Women with a high body count aren’t worth anything.” “Men who listen instead of lead are nothing but doormats.” “She’s only a 6 – without makeup she’d be a 3.” “Beta men pay, Alpha men get.” These statements spread a distorted image of masculinity, femininity, gender, and relationships – often disguised as lifestyle advice or so-called “real talk.” Increasingly, this pressure is amplified by AI-generated content: from hypersexualised avatars to idealised body images that set artificial norms, barely recognisable as such. For young people, it becomes ever harder to distinguish reality from performance – and to perceive themselves beyond these images. This workshop is designed for educators who want to address the powerful gender and body images in digital youth culture. Digital Gender Norms: How social media constructs, exaggerates, and normalises roles – from “alpha male” influencers to glow-up trends and hyper-feminine self-presentations. Emotional Impact: Why toxic role models, misogyny, queerphobia, and sexualised ideals are so compelling – and how they shape young people’s identity and self-worth. Narratives and Platforms: Which recurring storylines spread across TikTok, Instagram, YouTube, and gaming communities. Empowering Media Education: How to strengthen critical thinking and self-reflection – using media analysis, reflection exercises, and peer-level dialogue. Practice-Oriented: Viral examples from the internet serve as starting points for analysis, discussion, and creative educational strategies. This workshop highlights how digital myths of masculinity, hyper-feminine self-staging, sexualised beauty ideals, and misogynistic narratives emotionally bind young people, shape their identities, and pose major challenges in education – through the normalisation of dominance, control, the devaluation of femininity, and queerphobic rhetoric in viral content.