We started our journey and arrived in Reykjavík at the same time as the first snowfall of the year. We were hosted by The Opportunity Iceland, an NGO that supports people with migration backgrounds or in difficult life situations in finding their way into the Icelandic labor market and finding their place.
Already on the first day, we had the opportunity to learn a lot about Icelandic culture at a place of particular importance for Icelanders: the pool in Reykjavík. Together with Björk Vilhelmsdòttir, the founder of The Opportunity Iceland, we tried out all the different temperatures of the hot tubs, from painfully hot to icy cold. We learned that the pools and hot tubs are a central part of Icelandic culture. They not only connect people with their Viking roots, but also shape social life, encounters, conversations, exchange, and even the dating scene.
On the second day, we had the chance to get to know each other better. First in a short input session near our hostel in Reykjavík, and later on out in the wide nature. We hiked together through the Reykjadalur Valley, an impressive trail that leads to a natural hot spring. After the strenuous climb through the snow, we took a hot bath under the open sky in a natural hot spring at sub-zero temperatures. What a fascinating natural spectacle. In the presence of the fresh and white snow, the warm spring felt even more impressive.
From there, we continued to Úlfljótsvatn, a scout camp by the lake, where we would spend the next few days. There, we reflected on our experiences and worked more closely with the topic of wellbeing. We learned that the main pillars for this are:
- pay attention to the present moment
- connect with others
- be physically active
- give to others
The hike left us impressed by our group dynamic and by how much we already supported each other, even though we barely knew each other. It was a beautiful shared moment of gratitude that connected us further and strengthened our trust in each other.
On the following day, Vera (the trainer) told us more about Outdoor Education, wellbeing and NEET (Not in Education, Employment nor Training) young people. Afterwards, we split into groups (Wellbeing, Equipment, Food, Navigation) and planned another hike together. Each group took responsibility for their focus area, and we gave and received trust in equal measure. We hiked (sometimes cross-country) over a nearby mountain, practiced using the compass, were lovingly provided with food, and left our path in the snow behind us.
For some, the hike was physically challenging, for others mentally, but we made it together.
In the evening, we reflected very honestly about what went well and what could have gone better, where difficulties appeared and where our expectations were challenged.
In the following sessions, we learned more about the learning environments ( which is right outside of our comfort zone but not yet in the panic zone), outdoor pedagogy, understanding models of vulnerability and resilience when thinking about neet young people, identifying protective and risk factors of specific case studies through the lens of Brofenbrenner’s bioecological model, and how outdoor approaches can help young people and adults in vulnerable life situations to strengthen resilience, self-confidence, and skills. We learned that outdoors means: being outside, learning about the environment, learning through the environment, and finally learning for something (whether soft skills or hard skills).
Then it became practical: we were allowed to design our very own outdoor activities. In five groups, based on our interests, we developed programs that would be implemented the next day. The educational aim was at the center, along with everything we had learned about wellbeing, outdoor approaches, and the needs of vulnerable groups.
After preparing for the activities, we visited the Golden Circle, where we learned that the impressive waterfall Gullfoss only still exists because a brave activist (Sigríður Tómasdóttir) opposed the construction of a hydroelectric power plant there. On her own, she stood her ground against industrialization and capitalization. What an inspiring woman! We saw the erupting geysers, the separating tectonic plates, and even the beautiful northern lights.
The next day, we carried out our activities.
Our group developed A-MAZE-ING, a labyrinth game in which participants took on the roles of trolls (attackers) and humans (defenders). One person in each group moved through the maze blind, and another received an invisible limitation, such as menstrual pain, vertigo, or a fear of touch. The others needed to help and support them on their way through the maze, and the “trolls” soon developed creative strategies to include their members with limitations in the best possible way, making their attack more powerful. Along the way, we asked the participants questions about inclusivity, intersectionality, and visible vs. invisible disabilities.
The goal was not only team-building but also engaging with Icelandic mythology and ableism, intersectionality, disadvantages with disabilities and furthermore with invisible disabilities. Despite the serious topics, everyone had a lot of fun and learned something. I was surprised that many had not encountered the terms ableism and intersectionality before.
Afterwards, the other great activities followed:
- Connecting the Elements – Sensitizing the senses, team spirit and a sledge rune, ending in an artistic snow performance competition.
- The Saga of Nerijus’ Hoard – A scavenger hunt with a compass, Icelandic language, and exploring the surroundings.
- The Snowperson Project – A playful exploration culminating in the creation of a snow figure.
- Tales of Iceland – Stories and mythology by the campfire.
Between the activities, we reflected again and again. The exchange with the other participants was extremely important and helped us give the activities a final touch.
The next day we assessed potential risks and how to manage them. We delved into our activities’ descriptions and we co-authored a manual for other youth workers to implement the activities we had created. In national groups, we prepared our follow-up and local actions and we thought about which dissemination efforts we would take.
On the last day, we cleaned the accommodation all together, and returned to Reykjavík, where we reflected very emotionally on our experiences and expressed our gratitude for each other as well as for the project.
We were all exhausted, yet so fulfilled and sad that it was already over.
I am incredibly grateful to have participated in this project and to have met all these wonderful people.
I learned a lot about community, nature, trust, outdoor education, different models, methods and approaches, wellbeing and about myself.
I would go on a new outdoor adventure with this incredible group again at any time, for now I’m busy planning a hike, where I can teach about what I have learned.
By Lotte Siefert
Inside Out 2.0 (Pr. Nr. 2025-1-IS01-KA153-YOU-000298184) is coordinated by The Opportunity (Iceland), its partners are Culture Goes Europe (Germany), Fedelatina (Spain), Fundacja Active Kids (Poland), Goodness of People (Sweden), Dínamo (Portugal). This project is co-funded by the European Union through the Erasmus+ Program.
