In March 2025, a transformative Erasmus+ training course titled “Supporting Neurodiverse Youth: Inclusion Strategies for Special Educational Needs and Disabilities” was held in Budapest, Hungary. Youth workers from all across Europe came together to take part in this program. It was designed to help them understand how to support neurodiverse youth and those with special educational needs in a more effective and respectful way. The program was not only about learning theories. It was about learning how to create inclusive, stigma-free environments where young people with autism, ADHD, dyslexia, and other conditions can thrive socially, emotionally, and intellectually. For many participants, including a youth worker from Hungary representing Kreatív Ifjúsági Akadémia Magyarország, this project brought new energy, awareness, and purpose to their everyday work.
Before joining the project, the youth worker from Hungary had seen many of the same problems over and over again. In several schools and youth centers, young people with special needs were not being included fully in group activities. Some youth programs were too structured or fast-moving for young people who needed more time, space, or clarity. Teachers and volunteers wanted to help, but often lacked the knowledge or training. Parents of neurodiverse children often felt isolated and tired. In smaller towns and rural areas, it was especially difficult to find support systems. Although Hungary has made progress in education and inclusion in recent years, there are still many gaps that need to be addressed with compassion and practical strategies. The idea of inclusive youth work was growing, but many organizations didn’t know where to begin.
The training course in Budapest changed everything. It opened the door to a deeper understanding of neurodiversity and gave participants the tools to become better listeners, supporters, and facilitators. One of the first important moments during the training was the session on what neurodiversity really means. The trainers explained that conditions like autism and ADHD are not problems, but different ways of experiencing and interacting with the world. This message was simple but powerful. It helped participants stop thinking in terms of fixing people and start thinking about adapting environments and activities to be more flexible and kind.
Another powerful part of the course was the visit to a local community center that runs programs for neurodiverse youth. The staff there demonstrated how small adjustments—like using visual schedules, giving more time for responses, or offering quiet spaces—could completely change how a young person feels. The center was filled with joy, laughter, and creativity. Everyone had a role. Everyone felt safe. Watching this in real life gave the youth worker from Hungary a clear picture of what inclusive youth work can look like. It also showed that inclusion is not about expensive equipment or complex theories. It is about understanding, respect, and a willingness to try.
The international environment also made a big impact. Talking to youth workers from other countries gave the Hungarian participant a chance to hear different experiences and methods. Some shared how they partnered with schools, others explained how they trained young volunteers to support their peers. Everyone brought ideas and challenges, but the energy was positive. People wanted to learn from each other and grow together. There was a strong sense that inclusion is not just a local task—it is a shared responsibility for all of Europe.
When the youth worker returned home to Hungary, the motivation to act was very strong. Inspired by the training, the team at Kreatív Ifjúsági Akadémia Magyarország created a new pilot program called “Open Space Fridays.” This was a weekly gathering in the youth center where neurodiverse and neurotypical youth could come together in a relaxed and welcoming setting. Activities were designed based on what had been learned in Budapest. There was less pressure, more choice, and clear communication. Young people could choose between art, games, storytelling, or just spending time in a calm corner. Trained facilitators supported the sessions, helping everyone feel safe and respected.
One important part of “Open Space Fridays” was including families and schools from the beginning. Parents were invited to join some of the sessions or take part in monthly support talks. Teachers were asked to visit the center and see the activities in action. This helped build trust and connection between youth workers, families, and schools. It also helped spread knowledge about inclusive practices to places outside the center.
After just a few months, the changes were easy to see. Young people who were once quiet or withdrawn began to open up. One boy with autism started joining a board game group and now leads the sessions. A girl with ADHD, who used to leave activities early, began staying until the end and even helped clean up. Parents shared how their children became more confident and relaxed after joining the sessions. Teachers reported improved focus and cooperation in school. These were small changes, but they were real and meaningful.
The success of “Open Space Fridays” also started conversations in the local community. Other youth organizations reached out to learn how they could create similar programs. A small library in a nearby town asked for help making its reading area more accessible. Even the local municipality showed interest in supporting inclusion through public education and funding. What started as a training course in Budapest began to grow into a network of local change.
The journey is still continuing. The team at Kreatív Ifjúsági Akadémia Magyarország plans to expand the “Open Space” model to more towns and cities. They also want to create short videos and printed guides to help other youth workers learn about neurodiversity and inclusion in simple language. Long-term goals include working with universities and policy makers to bring inclusive youth work into national strategies. There is still much work to do, but the seeds have been planted.
This experience has shown that change is possible when people are given the time, tools, and trust to grow. Inclusion is not a perfect system—it is an ongoing journey of learning, trying, and adjusting. But every step matters. Every small success brings hope and shows what kind of world is possible when everyone is welcomed with understanding.
Youth are not just the future. They are the present. And when they are supported to be their full selves—whether neurodiverse or not—they can help create more compassionate, creative, and connected communities. The Erasmus+ project in Budapest reminded participants that youth work is not just a job. It is a bridge to a better world. And that bridge begins with listening, inclusion, and respect for every mind.