In October, four teachers from our gymnasium participated in an international mobility programme in Latvia as part of the Nordplus Junior project “OUTWELL – Strengthening Student Well-Being Through Outdoor Learning in Nordic and Baltic Schools.” The mobility brought together twelve teachers—four each from Lithuania, Latvia, and Iceland—along with 17 Latvian students who actively participated in the project activities. The primary aim of the project was to explore how outdoor education can contribute to students’ emotional well-being, develop their communication and collaboration skills, and foster a positive and supportive learning environment.

On the first day of the mobility, we visited a school in Liepāja, where we had the opportunity to learn about its educational practices and observe the school's Career Day activities. As part of the programme, students visited a hotel, explored career opportunities in the hospitality industry, and completed various practical tasks. It was particularly valuable to observe how learning extends beyond the classroom into authentic professional environments, enabling students to gain a better understanding of potential career pathways. Following the school activities, we participated in a guided tour of Liepāja, exploring its historic centre, cultural heritage, and key landmarks. The visit provided an opportunity to deepen our understanding of Latvian culture while strengthening professional and personal connections with our international partners in an informal setting.

On the second day, all project participants travelled to Usma, situated on the shores of one of Latvia's largest lakes, where a multi-day outdoor learning camp took place. After settling into our accommodation, we began with introductory and team-building activities designed to foster mutual understanding, strengthen group cohesion, and establish a safe and inclusive environment. Ice-breaking games and collaborative challenges helped participants establish connections and develop a sense of belonging. One particularly memorable experience was preparing dinner together. Cooking, sharing conversations, and spending time around the campfire created a welcoming atmosphere and strengthened relationships among participants. These informal experiences demonstrated how shared responsibilities and meaningful social interaction can contribute to trust, cooperation, and a sense of community.

Wednesday was dedicated to practical outdoor activities focusing on students' emotional well-being, collaboration, physical activity, and stress reduction. The Icelandic team organised relay races and sports activities designed to encourage physical engagement, teamwork, and a positive group dynamic. Latvian teachers facilitated educational activities introducing participants to the history, culture, and significant events of the partner countries. The Lithuanian team contributed several experiential learning activities aimed at promoting emotional well-being, creativity, and mindful engagement with the natural environment. During the “Nature's Footprint” activity, students used natural materials to create prints, drawings, and artistic compositions. This creative exercise encouraged environmental awareness, mindfulness, and the ability to appreciate the beauty of simple natural elements. Another activity focused on sensory awareness and communication. Working with their eyes covered, participants explored various natural objects through touch and attempted to describe their sensations to teammates as accurately as possible. The exercise strengthened mutual trust, active listening, communication skills, and the ability to focus on the present moment. A balloon-based team challenge generated considerable enthusiasm and positive emotions. Teams were required to protect their own balloon while responding strategically to the actions of other groups. The activity encouraged quick decision-making, cooperation, strategic thinking, and shared responsibility. In the evening, teachers from Lithuania, Latvia, and Iceland gathered around the campfire for professional discussions and an exchange of educational experiences. Particular attention was given to working with upper-secondary students, maintaining motivation, supporting emotional well-being, and addressing contemporary challenges in schools. These discussions were especially valuable, as they provided opportunities to examine common educational challenges from different national perspectives and identify practical approaches that could be adapted to our own school contexts.

Thursday began with engaging activities organised by the Latvian team, including the lively “Egg–Chicken–Dinosaur” game. These activities once again demonstrated that learning can be playful, inclusive, and meaningful while simultaneously strengthening interpersonal relationships and a sense of community. In the afternoon, we returned to Liepāja, where participants reflected on the outdoor camp experience, shared feedback, and discussed opportunities for integrating outdoor learning approaches into everyday educational practice. The final day of the mobility was marked by a particularly warm welcome at the host school. Students who had participated in the project surprised the visiting teachers with handmade floral arrangements and invited us on a student-led tour of their school. Seeing the school through the students' eyes was especially insightful. They shared which learning spaces they valued most, where they felt most comfortable, and what they appreciated about their school environment. This experience highlighted the importance of student voice and participation in creating modern, inclusive, and learner-centred educational environments.

The mobility reinforced the value of outdoor education as an effective approach to supporting students' emotional well-being and social development. Many of the activities were relatively simple and required minimal resources, yet their positive impact on student engagement and interaction was clearly evident. Students participated enthusiastically, communicated openly, collaborated effectively, and demonstrated a willingness to explore unfamiliar experiences. Equally valuable was the opportunity to observe how outdoor education is implemented in other countries and to exchange practical teaching strategies with international colleagues. On a personal level, one of the most meaningful aspects of the experience was witnessing the students' openness, enthusiasm, and genuine engagement. Over just a few days, it became clear how shared outdoor experiences can strengthen self-confidence, foster a sense of belonging, and create opportunities for individual strengths to emerge. The mobility also reinforced an important educational principle: meaningful learning does not necessarily depend on sophisticated equipment or advanced technology. Often, its greatest value lies in opportunities to collaborate, explore, create, and learn from one another. As the mobility came to an end, participants expressed their appreciation for the experiences shared and their hope of meeting again during future stages of the project.

We are confident that the professional relationships established, the innovative ideas exchanged, and the practical knowledge gained will enrich our everyday teaching practices and contribute to creating an even more supportive learning environment that prioritizes student well-being.