For Them: Tools and Activities for the Future

Guide to Well-Being and Concentration

This is a quick guide with practical advice designed for students, to help you manage your day to day, reduce stress and improve attention. They are tools to strengthen your skills.

Key ideas:

• Get better organized: List tasks, set reminders and break big jobs into small steps so you don't get overwhelmed.
• Control your attention: Put away distractions (like your cell phone) when you need to concentrate and practice thinking before you act.
• Take care of your energy: Exercise, take short breaks to move, and spend time doing the things you enjoy and are good at.

Guide for Parents: Visible Learning

Based on the research of Visible Learning by John Hattie. Fundamental keys for families to enhance learning from home:

• 1. Adopt an authoritative parenting style: It is essential to combine warmth and emotional support with clear and reasonable rules. Autonomy support fosters their internal motivation.
• 2. Maintain high and realistic expectations: What you believe about your child's ability directly influences what the child believes about himself. Immaturity is not a fixed state.
• 3. See mistakes as opportunities: It is vital that the home is a place where making mistakes is acceptable. Failure is not lack of ability, it is an opportunity to try something different.
• 4. Encourage "self-monitoring": Help your children plan and evaluate their small tasks by asking, "How am I doing?" or "What step should I take next?".

See the full 10 tips →

Parents' Guide: Immature Executive Functions

Based on the book "Late, Lost, and Unprepared" by J. Cooper-Kahn and L. C. Dietzel. Key advice for those cases of children with immaturity in executive functions:

• 1. Understand the “execution gap”: It is not a character flaw, lack of motivation or intelligence. This is a performance disability: there is a gap between what they know and what they can do independently.
• 2. Accept inconsistency: The hallmark is that one day they can do something brilliantly and the next day fail. It's a biological irregularity, not that they're trying to trick you or being lazy.
• 3. Create a "prosthetic environment": Just as a broken leg needs crutches, they need external support from adults (lists, reminders, supervision) while their skills are just maturing.
• 4. Set the bar (Goodbye to the “should”): Expectations should be based on your unique profile, not your age or grade. If you continually fail, set the bar so you can experience small victories.

See the full 10 tips →

Last weeks of the course: Individual advances and balloon modelling

In these last weeks of the course we have had many absentees, whether due to expulsions, absenteeism or because, in the case that has worked best, the student prefers to stay in class and try to make progress in their work and improve their grades.

So, we have met with sessions of two people, or sometimes even with a student all alone who, rather than wanting to work, what she needs is to relax. In the last hour we had 3 people to whom we proposed a balloon modelling activity (inflating balloons to make figures). It was a creative opportunity and a way to relax while doing something fun. However, the result was poor because it is still difficult for them to be guided, to put it mildly.

Leaving the final thoughts for a future report card, I think it is very good to note that there are those who now prefer to stay in class and manage to pass the subjects. For us teachers, just one instance of pushing someone forward makes it worth all the effort invested, and the truth is that we have seen improvements in all students to some degree.

Adaptation Week: Advice between colleagues and a new member

This past week we had to adapt to having fewer teachers and fewer hours for the "For Them" project. In addition, a new student has joined who, at certain times, also needs a space outside the ordinary classroom to calm down. On Friday, it was the boys themselves who took the initiative and took it upon themselves to explain to the new colleague what our space is all about.

The week passed with a very valuable dynamic: they themselves gave advice and assessed their own situations. Among the conclusions they drew and shared, three clear messages stood out:

• They told a classmate to stop thinking he was incapable (using his own words), reminding him that he is smart and can study if he wants to.
• They concluded that it is necessary to study English and mathematics because they are very important tools for their future.
• They advised each other about the need to pay more attention in class.

We believe that it is essential that they themselves learn to evaluate these situations and focus on their own paths. For my part, on Friday I wanted to insist on our red lines: we can talk and debate things, however the teacher, if necessary, has the last word in the decisions. In addition, Mutual respect and respect for teachers is non-negotiable.

We are here to help if we are needed, however You can't help someone who doesn't want to be helped. The truth is that we continue to see real improvements in their attitude, and that is what really encourages and gives meaning to this project.

This week's image represents this extraordinary but possible future. A dream yes, but you never know. What we do know is that to be there or in any universe worth being in, you have to focus and try harder than others who also want to achieve it. This is true for any dream.

Last two weeks: Vertical garden, farewell and balance sheet

For the past two weeks we have been very focused on building and finishing our vertical garden. In addition, we took the opportunity to say goodbye to Pere Miquel Pol. To do this, we met in the UECO classroom, where we cooked a lunch and some desserts that we shared with everyone present. We want to deeply thank Peter for his patience and good spirits during these weeks that he has been able to work with us.

Taking stock of the evolution of the group, we are noticing very positive improvements in a couple of them: better mood, less conflict and more desire to work in class. However, we continue to have significant challenges ahead. Another student has shown an increase in conflict and has received reprimands for disrespecting his teachers in the regular classroom, unable to take control of his impulsivity or to inhibit himself minimally. We have to work hard to help him acquire a modicum of self-control and responsibility.

Mathematics reinforcement and the challenge of vocational training outings

Last week we focused a lot on maths to reinforce the basics. We worked on mental arithmetic by reviewing multiplication and division tables. We also learned very useful tricks for everyday life, such as adding or subtracting percentages with a single multiplication (for example, calculating a 10% discount by multiplying directly by 0.90) and solving simple equations by operating with negative numbers, understanding what happens when calculating expressions such as 5x - 9x.

On the other hand, we continued to look at Vocational Training (VET) options for their future. Unfortunately, we ran into a recurring problem again: embarrassment. This insecurity blocks them and prevents us from visiting different institutes (IES) to learn first hand about the possible options. These are extremely valuable outlets for their future, but it is a shame that we cannot carry them out if they themselves refuse and block it for fear of what they will say.

Week of Inclusion, Self-Esteem and Recognition

This past week we had several absences and hiking companions. With those who have been there, we have taken the opportunity to continue working on self-esteem through reading and writing.

In addition, we went on a couple of outings and cooked food together with the UECO classroom group. This brings a great value of inclusion to the center and serves us as an obvious recognition for their improvements in behavior and better results in grades.

They have won this prize more than anything thanks to the efforts of these last few weeks, where they have worked very powerfully: from reflecting and debating on values such as respect and empathy based on videos, to the exercise of looking towards their future by writing their own personal CV and identifying their strengths. Seeing them reflect and share these ideas has been a big step.

Advances in work capacity

We have several students getting more involved in working or even studying with us. They are increasing their capacity for effort, which gives us a glimpse that our dedication to this project could be yielding the first positive results.

However, we still need to help them know how to inhibit themselves in situations where they get angry with peers and teachers. It is essential that they learn not to escalate the seriousness of situations, as this impulsive attitude only takes them away from their own positive future.

Advances, dilemmas and the challenge of self-control

Last week we saw that there is progress with us. The boys strive to improve and to come with us. There is a dilemma that I at least understand: is it necessary to try to save a student who openly confronts the teacher or teachers who do not like him and who is seen as very disruptive, provocative or even aggressive?

Last week we had someone who was openly threatening to lose control and it was our job to help them not escalate the situation. In fact, when he was relaxed he was working on his writing skills.

Do you remember when we were little when we were taught how to hold the pencil to write and that it was difficult, it even hurt and left a mark on the finger because we still didn't know how to squeeze gently? Well, this was the step taken on Friday. We were very excited to see it and we look forward to seeing if it consolidates and helps self-image, which is one of the key points that weaken self-control.

Personalized attention and firmness in the rules

Last week we also had the presence of Pere Miquel Pol, who is replacing Carina temporarily. Her addition allowed us to split the group in two to better adapt to each one's needs: Pere Miquel spent two hours helping Aitana study History, ensuring that she could be fully focused. Meanwhile, the rest of us were able to go out for a walk and talk about those situations they wanted to reflect on, without disturbing the concentration of their companion.

On the other hand, we continue to remain very firm in a fundamental rule: students cannot leave their class on their own to come with us. We are the teachers of the project who are going to look for them. Moreover, belonging to the group is a privilege that demands responsibility: they can only come if they are willing to work and if they are not distorting the normal rhythm of their classes.

Week 2 2026: Effort and Satisfaction

This week we focused on the new typing activity, a tool to work on attention, persistence and frustration management.

The most remarkable thing is that throughout the week the boys have behaved well and have been working. This is a reason for great satisfaction, as we see how they recover possibilities for their future.

Read more about the activity Students practicing

1st Week 2026: Prize and Advances

As a reward for good behavior, we went to eat a hamburger. He did not participate who, to impose his point of view, said "heavy" to the teacher 6 times.

For the teachers, it is an important step forward that one of the boys takes advantage of the time with us to do his homework. It shows that he notices that we are trying to build something positive.

Week 12: Balance and Pre-Christmas Decisions

The Christmas holidays arrive and we find ourselves at a critical moment: with several members expelled or in the process of being expelled, and with provocative behavior that seeks expulsion, such as vaping in front of the headmistress. It's time to take stock.

Exploring Vocational Training (VET):

As a preliminary step to visiting other centers, we tried to get to know the vocational training of our own institute. Although they gradually got over the initial "no", the resistance culminated when they refused to enter one of the computer rooms, even under warning. At the same time, in the workshop, they did achieve achievements such as climbing a Leonardo bridge they had built.

Moment of Reflection and Self-Assessment:

This week marks a point and aside. It's time to reflect, self-assess the project, meet with the parents and, with all the information gathered, decide which people can follow the group and which new members we can introduce.

Week 11: Chess and Clear Limits

This has been a slower week, marked by the absence of several members of the group who were kicked out for bad behavior. This has encouraged us to strengthen the foundations of respect and the operation of the project.

Activities and Objectives:

We went shopping, played chess to work on patience and strategy, and tried to get them to enjoy the tech workshop. The main challenge is to make this group viable for them, which requires bombproof patience, but also that they deserve the chance.

Reinforcing the Rules of the Game:

To facilitate the process, we have decided to clarify ideas explicitly, establishing firm and non-negotiable limits:

• "You can propose activities and we will listen to you, however it is the teachers who decide what is appropriate."
• "At no time disrespect is tolerable."

Week 10: Salchipapas under Control

This week we repeated the salchipapas activity, but with a key difference: strict external monitoring by teachers to ensure that the process was completed correctly. The experience has been extremely difficult, but it has served to highlight the real difficulties they have in managing frustration and accepting limits.

Controlled Activity and Reactions:

• Extreme Endurance: During the process, the response to the control was very hostile, with pushing, insults, belittling and even threats to break the plate if they were not given what they wanted.
• Another focus of conflict: A student wrote a serious insult on a desk towards a teacher, signing with her name. The attempt at an apology, lacking in sincerity, escalated into anger at not receiving the reception he expected.

The Lesson: External Control as a Bridge to Maturity

The process, overseen in part by the director, has shown that external control is a necessary step. If they don't know how to wait in a group for the food to cook, or if they don't know how to handle frustration without insulting, restraint must come from outside. The aim is for them to gradually strengthen their maturity and increase their ability to self-correct and detect when they are not acting correctly.

Week 9: The Salchipapas Finally Arrived

The desired activity of the sausages turned into an intense practical exercise in impulsiveness, negotiation and respect for agreements. The result was a clear lesson about the consequences of our actions.

The Salchipapas Challenge:

• The Pact: Before we left, we agreed that there would be no attempted theft. However, they constantly pushed to end the conversation quickly instead of listening.
• The Negotiation: On the way, they refused to go to the supermarket chosen by the teachers, forcing the group to go to the one they wanted.
• Impulsivity: Inside the supermarket, they preferred to buy twice as many potatoes and salsa as needed, acting rashly and without planning.
• The Result: In return, they demanded to control the entire cooking process with bad manners, took out the potatoes early and divided them among themselves without agreement. Consequence: undercooked sausages and internal conflict.

Reflection and Consequences:

• The Failed Dialogue: The next day, it was impossible to talk about it. Even though there were only 5 of them, they couldn't listen without making fun of the headmistress, and it was necessary to remove some of them to calm them down.
• Rules of Coexistence: They were reminded to wait in class. For not complying, they were moved up and left without an hour of activity before the conversation.

Week 8: Workshop, Smoothies and Civility Challenges

This week, with reduced attendance, we focused on practical activities and the coexistence of the group present. The goal has been to maintain a constructive dynamic while some colleagues focus on passing exams or face the consequences of past actions.

Activities Carried Out:

• Technology workshop: We progressed through hands-on projects, encouraging focus and hands-on skills.
• Fruit smoothies: A healthy and collaborative cooking activity to start the day with energy.
• Walking and football: Moments for recreation and to observe our dynamics outside the center.
• Emotional dialogue: We continued to talk about the situations that affect us in order to learn how to manage them.

Challenges and Areas of Improvement:

• Lack of civility: Inadequate behaviors emerged during the walk (hitting property, dirtying a wall, disobeying a red light). This is a critical area that we urgently need to improve.

Week 7: Language vs. Responsibility

This week we focused on analyzing the "prison language": a communication pattern based on accusations ("xivato"), threats and the avoidance of responsibility. We contrasted it with the adult attitude of taking the consequences. We took advantage of the fact that several members of the group have been victims of these dynamics to reflect from the perspective of empathy.

Progress and Positive Points:

• Improvement in coexistence: Paco stopped his disruptive behavior towards Ester after a warning.
• Connection times: We enjoyed fun activities (ball games) and creative activities (AI class), strengthening the group.
• Greater involvement: A general improvement in attention and active listening is observed, especially during the reflection circle.

Difficulties and Learnings:

• Non-compliance with rules: A student brought a vaper. He has promised not to repeat it under penalty notice.
• Minor incident: Another student mistakenly threw a ball into a neighboring high school.
• Serious consequences: One member of the group was expelled for recording a video of a fight, a criminal act of which he was not aware of its seriousness. It serves as a crucial learning about digital responsibility.

5th and 6th Week: A step back to gain momentum

These two weeks have been a reminder of the complexity of the path. We face significant setbacks that are crucial to understanding the real challenges we face.

Challenges and Difficulties:

• Serious disobedience: Persistent refusal to follow basic rules (use of mobile phone), which culminated in a student's refusal to speak to management and her temporary expulsion from the center.
• Attempted theft: During an outing to the supermarket, with later deceptions to hide it.
• Attitudes of exclusion: One student, with the support of others, treated a classmate aggressively to discourage her participation in the group.

Progress and Work Points:

• Executive functions: Despite the incidents, it improves the ability to listen and respect for the speaking turn.
• Acknowledgment of errors: Those involved admit they acted wrongly, an indispensable first step.
• Goal Awareness: They understand the need to learn to control themselves in situations like the supermarket.
• Language analysis: We work to identify and dismantle destructive communication patterns (threats, deception, the use of "xivato", etc.).

Fourth Week

Let's continue the effort.

Improvements observed

• The classmates try to help Cristian.

To improve:

• Disrespect towards teachers.

Third Week

Busy week, but with a good ending.

Improvements observed

• Better behavior at the end of the week.
• We enjoyed the circles and the games.
• It has improved respect.
• "I've never been this long without expulsions."

To improve:

• Have the papers signed to participate in the outings.
• Maintain substantial improvements in self-control.

Second Week

We selected based on reliable behavior and signed papers who could go buy ingredients and cook crepes. We also worked on frustration and emotional circles to improve self-management with understanding. Being in the group is a privilege that should not be wasted.'

Improvements observed

• Some show a little more responsibility and admit mistakes.
• A little more patience.
• A little more understanding.
• There is demand at the center for more students to join the group.

To improve:

• Have the papers signed to participate in the outings.
• Disrespect even towards the director.
• They need to focus on obeying the teachers more so that they can help them.

First Week

We wrote down the times while we were fresh in the director's office and respected each other's turn. Afterwards, we went out into the courtyard garden and, in the shade, played a game to see who could hold out the longest without saying a word or a peep.

Improvements observed

• Respect the teachers of this group.
• Try to listen to others in turns.
• Write down the timetables.

To improve:

• Making dynamics to laugh at who makes her fatter.
• Avoid provocations... like throwing stones.

Circle of Emotions

An activity to name what we feel. We explore the different emotions, from the most basic to the most complex, learning to identify them in ourselves and in others in their different degrees.

Key objectives:

• Recognize and name feelings.
• Understand the difference in intensity in each emotion.
• Develop empathy and active listening.
• It is the first step in learning to manage ourselves.

Everyday life and experiences

• What is the best memory you have from your childhood?
• What activities do you like to do after school?
• What place in your city/town would you recommend to someone coming to visit?
• If you could change anything about high school, what would you change?

Identity and relationships

• What is a good friendship for you?
• How do you feel when you work in a team?
• What qualities do you value most in a person?
• What makes you proud of yourself?

💡 Simple opinions and discussions

• Is it better to have many friends or few but good ones?
• What is the best invention of recent years?
• Is it better to read a book or watch the movie based on it?
• Do social networks help or complicate our lives?

Values and Today's World

• What can we do to take better care of the environment?
• What small actions can make the world fairer?
• What does "being responsible" mean to you?
• What role does sport play in your life and in society?

Creativity and imagination

• If you could travel in time, where would you go and why?
• If you were a superhero, what powers would you have and how would you use them?
• What would your ideal school be like?
• If you could invent a new object, what would it be?

Go to the Supermarket: Self-Control Exercise

More than just going out, going shopping in a supermarket is an intensive exercise of self-control and executive functions. The barrage of stimuli, the possibility of shopping, and the reward of eating something create an emotional intensity that is difficult to manage for someone with little self-regulation.

Challenges and Behaviors Observed:

• Temptation and impulse control: The need to actively prevent products from being pocketed is constant. It's not theory: the first group tried it en masse, going so far as to lie after being found out.
• Frustration Management: The disappointment of finding a closed restaurant was so great that it led to insults towards the teacher, thus losing the opportunity to be invited to lunch.

Evolution Analysis:

They are getting better, but the difficulty increases when you increase the firmness to stop important fouls. Their response tends to be activity blocking and open disobedience. Therefore, while they move slowly with patience, they also show resistance to maturing, preferring to get their own way and blame others.

Conclusion: It is a very intense activity of self-control and self-monitoring where those who manage to be more mature stand out.

Construction of the Vertical Garden

This activity was very special. For two weeks, the students enjoyed building and planting this wonderful vertical garden. It has been constant work where we have worked on habits, care for the environment and, especially, patience.

The day they saw the final result and how beautiful everything looked was a great reward for them. In the pictures you can see the whole process: from preparation to laying the soil , passing through irrigation, until the final result at the institute. In addition, some beautiful macro photographs where you can see the glistening water droplets on the flowers stand out.

Gallery of the process and details:

Reflection on Values through Videos

Tomás, Mateu and Fernando: In this activity, the three students watched different videos related to values, such as respect, empathy or cooperation. Each student watched the videos carefully and then wrote an individual reflection on what they had understood, what values appeared in them and how they could be applied to everyday life.

Once we all finished our reflections, we shared them. Each student explained their ideas and opinions, and we all commented on the aspects that had caught our attention the most. This allowed us to hear different points of view and better understand the meaning of the values that appeared in the videos.

With this activity we learned the importance of reflecting on values and sharing opinions with others. We also practiced active listening and respect for the ideas of colleagues. The activity was carried out with the aim of encouraging personal reflection, critical thinking and positive coexistence among the students.

Our Future: Writing the Personal Curriculum

Paco, Aitana, Fernando and Mateu: In this activity, four students reflected on their personal and professional future. First they thought about who they are, what their qualities are, and what things they like or motivate them. Based on this reflection, each student wrote a kind of personal curriculum.

In this document they explained different aspects: who they are, what they would like to do in the future, what steps or studies they think they need to follow to achieve it, what their strengths are and what their motivations are. They also wrote what they have achieved so far and what experiences, skills or learnings they consider important.

After writing the resumes, they shared some ideas with the rest of the group and discussed each other's goals and interests. This allowed them to get to know their colleagues better and to see that everyone has different paths and aspirations.

With this activity they learned to reflect on themselves, to identify their strengths and to think about the future in a more conscious way. The aim of the activity was to get to know each other better, set goals and start thinking about the steps they can take to achieve them.

Olfactory Sensations: Discovering Aromas

In this activity we explored the senses in a different way: giving them to smell various environmental perfumes and colognes to see if they were able to recognize them. We used very varied aromas, such as chocolate, rose or lemon, among others shown in the photograph.

The dynamic of closing your eyes, concentrating on the smell and trying to guess what it is, was a very stimulating experience for them, no doubt. We found that using people's natural curiosity creates a great incentive to encourage their participation and interest in a playful and relaxed way.

Sensory Approach: Minerals and Semi-Precious Stones

We have worked from a sensory approach to the knowledge of minerals and semi-precious stones. It is an activity that enters directly through the eyes and the touch, and which reinforces in a very positive way the stimulus to learn about the natural world.

We had different minerals accompanied by their names, as well as bullets (marbles) that also served as practical and visual examples. At the end of the session we let them go with a really special gift bullet and they were delighted.

Curiosity combined with sensory stimulation are unparalleled engines for learning.

Typing: Building Character and Skills

Learning to type is a fundamental activity in our project. Beyond typing fast, it's a powerful exercise in strengthening key executive skills.

Our Approach:

We consider this activity a character builder for several reasons:

• Sustained Care: It requires an effort of concentration for about 40 minutes.
• Emotional Management and Self-Esteem: It makes them feel the discomfort of continuous hand control, learning to manage it and strengthening their self-esteem by overcoming the challenge.
• Visible Results: They see improvements at every step, which reinforces their perception of effectiveness.
• Transversal Skill: It indirectly reinforces literacy, a tool that limits or enables all of their future study efforts.

Personalized Learning with AI

An activity where we learn to use Artificial Intelligence (like NotebookLM) to research our interests, organize information and create tailored resources, like the "Wellness Guide".

Principles of use:

• AI as an Assistant: It is a tool to accelerate learning, not to think for us.
• Does not replace the teacher: The teacher guides the process and validates the information.
• Be Skeptical and Check: The most important rule. We must always verify the data and cross-check the sources that the AI gives us.

Leonardo Bridge

We build a replica of Leonardo da Vinci's self-supporting bridge, using only wooden slats and no fasteners.

Worked skills:

• Problem solving and spatial thinking.
• Teamwork and effective communication.
• Patience, precision and fine motor skills.

Climbing the Leonardo Bridge

A fun and practical activity where the students could see for themselves the solidity of Leonardo da Vinci's ingenious self-supporting design.

The process had two key phases:

• Construction: First, they assembled the bridge as a team, fitting the wooden slats together without the need for nails, screws or ropes.
• Load test: Then the bravest climbed on top, demonstrating with their own weight the incredible resistance of the design.

Creating Videos with AI

We teach students to interact with Artificial Intelligence tools to transform their ideas and passions into short videos. The goal is for them to learn how to give precise instructions (prompts) to guide the AI and get a creative result.

Key skills:

• Development of digital competence.
• Fostering creativity and personal expression.
• Practice patience and problem solving.

Vertical Garden with Pallets

An activity that combines recycling, nature and manual work. We transform a wooden pallet into a vertical garden to decorate our center and learn about the life cycle of plants.

Objectives of the activity:

• Encourage recycling and reuse of materials.
• Learn basic gardening and plant care techniques.
• Work as a team to plan and build the garden.
• Improve the environment of the center with a natural and creative element.

Calendar

On the center's website we have this calendar so you can check the days we have classes.

Tools of the Support Guide for Neurodivergences

A website with concept maps, visual guides and strategies for teachers. This material is particularly useful for accompanying students who already have a diagnosis of neurodivergence, offering specific tools for the classroom.

ICT tools for organization and communication: Telegram and this website

The current team uses Telegram i this website as the main technological tools for organizing and communicating. Nothing that comes from a company that gets rich by collaborating with genocide.

• Telegram: works very effectively to coordinate with each other, share reminders and keep the day-to-day running of the project.
• This website: allows families to have weekly access to information about what we are working with the boys and the difficulties we are trying to overcome.
• Flexibility: the immediacy of being able to visit the web and the amount of information we can share in different formats (text, images, videos, etc.) gives us a great ability to adapt to different audiences or interests.