Guidelines for Action Taking

Guidelines

for Action

Taking

Copyright © 2025 by the Erasmus Student Network AISBL. All rights reserved.

Title: Guidelines for Action Taking Published by: Erasmus Student Network AISBL Authors: Mădălina Băndărău (ESN), Sian Bagshaw (WOSM), and Tiago Nunes (ESN) Editing & Design: Ilgaz Kiran (ESN) Pictures: ESN International, World Organization of the Scout Movement, Kamil Jasiński This information can be freely used and copied for non-commercial purposes, provided appropriate credit is given and any changes made are indicated. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Neither the European Union nor EACEA can be held responsible for them

The Voices of Change project is co-funded by the European Union.

Guidelines for Action Taking Voices of Change

Table of Contents Foreword..................................................4 Introduction............................................5 1. Exploring local realities...............7 2. Determining relevant challenges..............................................11 3. Positioning yourself as an actor of change.................................15 4. Alliances and networks...........19 5. Strategic goal-setting............23 6. Action and evaluation............28 Conclusion...........................................33

Guidelines for Action Taking Voices of Change

Foreword These Guidelines for Action Taking are the result of a meaningful collaboration between the World Organization of the Scout Movement (WOSM) and the Erasmus Student Network (ESN), grounded in our shared commitment to youth empowerment and community engagement. Developed as a follow-up to the Mapping Tool for reality assessment, these guidelines are designed to support young people in translating their insights into impactful action.

With a step-by-step reflection journey and practical tools, these guidelines equip youth workers and peer educators with resources for their own growth and to inspire, guide, and empower others in their local and global communities. Whether addressing social, environmental, or civic challenges, these guidelines provide a clear path from reflection to action.

This joint effort brings together the strengths of both our organisations, WOSM’s legacy in non-formal education and ESN’s deep connection with young changemakers across Europe. We are proud to offer this tool to support youth-led initiatives that create real and lasting impact.

We thank all those who contributed to the development of these guidelines.

Your insights and dedication continue to drive meaningful change, one action at a time.

Sian Bagshaw Director, Organisational Culture & Effectiveness, World Scouting

Anja Miljković Vice President for Development, Erasmus Student Network AISBL

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Guidelines for Action Taking Voices of Change

Introduction These Guidelines were created to help young people and youth-led organisations turn reflection into meaningful, sustainable action. They are not instructions to follow step by step, but guiding lines - flexible directions designed to inspire confidence and adaptability. Their aim is to support youth in understanding their context, building relevant responses, and sustaining positive impact within their communities.

Developed jointly by the Erasmus Student Network (ESN) and the World Organization of the Scout Movement (WOSM) within the Voices of Change project, these guidelines reflect the shared commitment of both organisations to strengthen youth participation and resilience across Europe. They contribute directly to the project’s broader goals: ensuring durable and relevant impact for youth structures by enhancing their capacity to respond to evolving social needs and empowering volunteers to act effectively in their environments.

The content builds on the findings of three complementary project components: 1) Implementation of focus groups with volunteers on needs assessments, gathering youth perspectives on barriers, motivations, and enabling conditions for civic action; 2) Desk research identifying the main stages and effective practices of youth-led action across different contexts; and 3) Development of a mapping tool for reality assessment, offering practical ways to understand local challenges and opportunities.

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Guidelines for Action Taking Voices of Change

These processes revealed that sustainable youth action begins with awareness and collaboration. The guidelines therefore, follow a step-by-step progression, from exploring realities to evaluating actions, combining practical methods, reflective questions, and adaptable tools. Each stage encourages learning by doing, inclusion of diverse voices, and building partnerships that strengthen the long-term relevance and preparedness of youth initiatives.

Beyond immediate activities, the Guidelines for Action Taking aim to nurture a culture of inclusion, social cohesion, and mutual support. They highlight the role of young people as change agents and peer supporters capable of bridging divides, addressing emerging societal challenges, and removing barriers to participation for underrepresented groups.

Ultimately, these guidelines are an open invitation to act with intention, inclusiveness, and care for sustainability. They provide a framework for collective learning and civic resilience, empowering youth and youth-led organisations to create lasting change in their communities and beyond.

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1

Exploring

local

realities

7

Guidelines for Action Taking, Exploring local realities

Exploring local realities Before meaningful action can take place, young people must first learn to see the world around them clearly - to explore and understand their local realities.

This phase transforms observation into understanding. It encourages youth to look beyond symptoms toward root causes, to question assumptions, and to recognise both barriers and opportunities within their context. Ultimately, exploring local realities is about developing the capacity to see clearly before acting. It lays the groundwork for thoughtful, inclusive, and contextually relevant civic action.

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Guidelines for Action Taking, Exploring local realities

Reflective statement

Yes

No

I don’t know

I can clearly identify the main issues affecting my community and understand some of the deeper causes behind them.

I am aware of how my own experiences, values, and assumptions shape the way I see my community’s reality.

I make an effort to listen to or include voices that are often missing or marginalised in discussions about my community.

I know of safe and meaningful ways that young people, including myself, can get involved in creating positive change in this context.

Current practices implemented

Areas for improvement

9

Guidelines for Action Taking, Exploring local realities

Issues identified: In the framework of the focus groups implemented by ESN and WOSM, one of the main issues identified was the lack of opportunities for youth to be involved in the institutional process of reality assessment, specifically on topics of interest that include and affect the youth sector. The main underlying causes identified for this have been: time constraints, lack of emotional and/or structural support in the process and inaccessible opportunities.

Mitigation tools & actions: Be proactive in your environment and social circle! For this, you can conduct a needs assessment of your local reality; you should have a clear aim of your assessment, specific areas of focus and a target group. Make sure the target group sample is broad enough; Implement focus groups and peer discussions with the identified target group; your needs assessment can take various forms, formal or informal, just make sure you keep track of the information gathered; Include both internal (youth sector) and external (stakeholders, institutions, associations) input to ensure relevance and actuality; Start the conversations and be present! Invite stakeholders and institutional representatives to join your local initiatives and create spaces for their perspectives in your initiatives; Create safe and inclusive spaces in your environment (formal or informal) for open discussions and healthy debates that encourage active participation and conflict resolution; Initiate the change you wish to be part of!

10

Determining

2

relevant

challenges

11

Guidelines for Action Taking, Determining relevant challenges

Determining relevant challenges This stage is where broad awareness becomes focus, and concern becomes commitment. It involves analysing gathered insights, identifying recurring themes, and clarifying which issues are most urgent, meaningful, and actionable. This process is both reflective and strategic. Choosing a challenge is not only about what matters most, it’s also about what is possible. When young people identify issues that resonate personally and are within reach, they create stronger motivation, clearer direction, and more sustainable action.

12

Guidelines for Action Taking, Determining relevant challenges

Reflective statement

Yes

No

I don’t know

I can identify challenges that feel personally relevant and resonate with the experiences and priorities of my peers.

I have taken time to analyse the causes and consequences of the challenges identified, not just what appears on the surface.

I can distinguish between broad or complex problems and those that are focused and achievable within our capacities.

I have engaged diverse voices, including youth, community members and external stakeholders / institutions directly involved, in selecting and prioritising challenges.

Current practices implemented

Areas for improvement

13

Guidelines for Action Taking, Determining relevant challenges

Issues identified: One other key issue identified during the research is the lack of safe, intentional spaces where young people can openly talk about conflict and identity. Many participants in the focus groups expressed a real need for inclusive environments - especially in communities facing growing social polarisation - where they can freely discuss what’s happening around them. A main cause fueling this issue is that rules about “neutrality” in NGOs and informal spaces can sometimes end up silencing youth voices, particularly in places where tensions are already high.

Mitigation tools & actions: Prioritise the privacy, safety and inclusion of the peer-sharing spaces created by, with, and for youth; Analyse the input gathered during the first phase of the process and cluster challenges into specific, thematic areas of focus; Use an impact-effort matrix or Urgent

the Eisenhower’s Principle to

into the root causes and effects of the identified challenges; Surveys and interviews with relevant stakeholders and

Important Important

Use problem trees for a deep dive

Not Important

be addressed;

Not Important

prioritise challenges that need to

Urgent

Not Urgent

Not Urgent

Do

Decide

Delegate

Delete

involved parties, specifically the youth sector;

*Eisenhower’s Principle

Use informal settings for information sharing and peer review;, do not limit the process to formal settings only.

14

Positioning

3

yourself

as an actor

of change

15

Guidelines for Action Taking, Positioning yourself as an actor of change

Positioning yourself as an actor of change Understanding the context around you is only the first step; the next is to recognise your own place within it. Your lived experience, skills, and networks shape the kind of impact you can have, whether as a community organiser, a communicator, or a connector between peers. Recognising both your strengths and the barriers you face helps you approach action realistically and sustainably.

16

Guidelines for Action Taking, Positioning yourself as an actor of change

Reflective statement

Yes

No

I don’t know

I understand which personal experiences or values motivate me to care about the issues in my community.

I can identify the skills, strengths, or perspectives I bring that could contribute to positive change.

I am aware of the main barriers or limitations that might affect how I take action, and I know what support or partnerships could help me overcome them.

I have a clear sense of what kind of actor I want to be and how this role fits within my current reality.

Current practices implemented

Areas for improvement

17

Guidelines for Action Taking, Positioning yourself as an actor of change

Issues identified: Another major challenge is the lack of peace and human rights education, which makes it increasingly difficult for younger generations to stay informed and engaged. Young people are calling for peace education to be formally included in school curricula, along with sustainable funding and recognition for youth-led learning initiatives. Across the board, they’ve emphasised that ongoing peace and human rights education, specifically focusing on preventive approaches to peacebuilding, should represent our main tools for action taking.

Through a sphere of influence exercise, assess, identify and understand your current position within the context analysed;

ern c n o C

Identify your core skills and

Urgent

Urgent

Facilitate this process by implementing a Venn Diagram

Important

aptitudes that would help address the challenges identified.

Not Important

Mitigation tools & actions:

ConNot troUrgent l

Influence

exercise; Be open to research, learn and improve your approach based on factual information;

*sphere of influence

Educate yourself and the people around you on pressing topics and challenges; Speak out whenever you notice injustice happening around you.

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4

Alliances

and networks

19

Guidelines for Action Taking, Alliances and Networks

Alliances and Networks Mobilising support is the stage where youth-led initiatives gain momentum and reach beyond individual effort. Building alliances and networks transforms a personal or small-group action into a collective movement, fostering shared ownership, trust, and sustainability. Mobilisation is not measured solely by numbers, but by the depth of engagement, legitimacy, and collective energy it creates.

20

Guidelines for Action Taking, Alliances and Networks

Reflective statement

Yes

No

I don’t know

The people and organisations I collaborate with share my values and objectives, helping to strengthen my initiative’s impact.

The methods and platforms I use for outreach and collaboration are suited to my objectives and the environment in which I operate.

My alliances and networks foster shared ownership, long-term engagement, and meaningful contribution from all participants.

My mobilisation efforts are inclusive, allowing participation from diverse youth groups, community members and external stakeholders / institutions in a respectful and safe environment.

Current practices implemented

Areas for improvement

21

Guidelines for Action Taking, Alliances and Networks

Issues identified: Young people have reported having fewer opportunities for real civic participation. Even though they recognise the growing political tensions in their communities - and understand how much these issues can affect their daily lives - many still face barriers that hold them back from getting actively involved. Structural challenges, competing responsibilities, and the lack of formal recognition for their efforts all make it harder for youth to take part in community life in a meaningful way.

Mitigation tools & actions: Aim to have a multidisciplinary team; Choose partners and stakeholders based on the realistic, factual needs of the action, identified with the help of the previous steps; Keep the process open and inclusive for various perspectives and approaches, as long as they align with the challenges and objectives Important

identified; Adjust the mobilisation efforts to the context of your aim - not all approaches benefit all aims; ensure critical and strategic thinking when deciding on approaches; Create and sustain platforms that support peer sharing and review, promotion and effort mobilisation between youth and third parties and/or stakeholders; Social media platforms can be your biggest asset, if used correctly - invest in it; Bridge gaps between sectors through petitions, awareness campaigns, formal debates and/or creative forms of expression - make sure it is fostered in a safe and open environment.

22

5

Strategic

goal-setting

23

Guidelines for Action Taking, Strategic goal-setting

Strategic goal-setting This is the stage where vision becomes structure. It is about defining what change you want to achieve, how you plan to achieve it, and why it matters. It helps groups articulate objectives, consider risks, and identify the resources needed to succeed. It is about ownership and adaptability. Youth-led planning thrives when it is inclusive, iterative, and responsive to changing realities.

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Guidelines for Action Taking, Strategic goal-setting

Reflective statement

Yes

No

I don’t know

I can clearly understand and describe our main goal, the change I want to create, and the people our plan is meant to support.

My objectives are specific, measurable, achievable, relevant, and time-bound (SMART), with clear actions and resources identified.

I have assessed possible risks and designed my plan to stay flexible and adaptable when new challenges or opportunities arise.

My planning process has included input from diverse youth community members and external stakeholders / institutions, ensuring the plan reflects shared ownership and inclusivity

Current practices implemented

Areas for improvement

25

Guidelines for Action Taking, Strategic goal-setting

Issues identified: Young people have pointed out the way in which institutions, as well as organisations, respond to current events and uphold peace and human rights values. Many participants noticed that institutional responses are often slow and disconnected from the realities unfolding in society. This sluggishness can also limit NGOs’ ability to address urgent community needs, as oftentimes their actions require institutional support and preparedness. At the same time, inconsistencies in how peace and human rights principles are applied, both internally and externally, undermine trust and credibility.

Objective tree - a tool that helps you

S

break down a problem into actionable

Specific

Mitigation tools & actions:

items, similar structure to the problem tree; reform each aspect of the problem tree (core problem -> core objective; causes -> means (actionable items), effects -> “ends” (outcomes of the actions); Establish what you want to achieve, how you want to achieve it and what impact you are expecting to have with this plan; SMART objectives;

M Measurable

A Attainable

R Relevant

T Time-bound

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Guidelines for Action Taking, Strategic goal-setting

conduct a risk assessment - Identify potential risks that could block or alter your

t Analysi o w

s

or SWOT Analysis to

S

Use a Risk Matrix, a PESTLE

S

W

actions and provide ways

Strength

that can be implemented to

Opportunity

Threat

O

T

mitigate these risks; Plan in iterative cycles - Ask for input and feedback from targeted groups, including both the youth and the

Sw

Weakness

s i s ot A n aly

external stakeholders; Adjust planning to your environment - use and adapt tools to informal settings, do not overcomplicate; aim to clarify instead of complicate.

27

6

Action and evaluation

28

Guidelines for Action Taking, Action and Evaluation

Action and Evaluation This stage represents the “culmination” of youth-led reality assessment, where plans and strategies meet real-world challenges. It is the moment where ideas, values, and intentions are translated into tangible action. This stage also ensures that actions are not isolated events but part of a continuous cycle of learning and improvement, reinforcing resilience, civic identity, and the ability to act meaningfully even in shrinking civic spaces.

29

Guidelines for Action Taking, Action and Evaluation

Reflective statement

Yes

No

I don’t know

My actions contributed to achieving the goals and addressing the challenges we identified.

I was able to adapt my plans and decisions when unexpected challenges arose, while maintaining the right course to achieving my set goals.

I engaged diverse groups in the process and helped create spaces for dialogue and shared decision-making.

I learned from the experience and can apply these lessons to future actions.

Current practices implemented

Areas for improvement

30

Guidelines for Action Taking, Action and Evaluation

Issues identified: Young people have highlighted a growing disconnect between grassroots actions and institutional support. Many youth-led and community-based initiatives are driving real change in society, yet they often lack consistent institutional backing. This gap limits the sustainability and impact of local peacebuilding efforts. Additionally, the lack of equitable funding remains a major concern, with more and more youth groups frequently facing barriers in accessing financial resources.

Mitigation tools & actions: Align your actions, activities and implementation strategies to the public priorities and focus areas; Even without external funding provided, invite and include relevant external stakeholders to your activities. Open your space to their perspectives and aim to secure support for future actions; Find a balance between formal and informal, creative activities - aim to cater to both the youth sector and the stakeholders’ environments; include hybrid, decentralised spaces; Bridge the gap between the two groups by facilitating shared spaces for debate and open discussion - whether by involving them in the preparation or having them as participants; Be open (and ready) to adjust based plans on the spot - implementation may reveal gaps in the planning process and change some milestones and objectives;

31

Guidelines for Action Taking, Action and Evaluation

Reflection and evaluation should happen with and for the target group as much as it happens with and for the implementation team - aim to extract lessons and assess the impact from as many angles as possible; it should be participatory; Use tools and methods to help you facilitate the evaluation process and register the input - feedback forms, KPIs, outcome indicators, 4Fs method (specifically effective in non-formal educational environments); Use the information gathered as a structural and factual base for planning, implementing and funding future actions.

Facts

Feelings

What are the facts of the situation, the objective information

How do we feel about the situation, how are we interpreting and processing what is happening

Findings

Future

What came out of the activity, what were my main learning outcomes

What do I take from this experience, what am I left with that I will implement in the future *4Fs Method

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Guidelines for Action Taking Voices of Change

Conclusion These Guidelines represent the shared effort of youth, volunteers, and organisations committed to transforming reflection into meaningful, sustainable impact. They are a response to the voices gathered through research, focus groups, and collaborative exchanges, voices that called for clearer pathways, accessible tools, and supportive spaces where young people can act with confidence and purpose.

Throughout the different stages presented, the guidelines highlight that effective action begins with understanding one’s local reality and one’s own position within it. From identifying challenges to building alliances, from setting goals to evaluating results, each stage reinforces the importance of inclusiveness, adaptability, and shared responsibility. The process is not linear but cyclical, encouraging continuous learning, reflection, and adjustment in response to changing contexts.

Beyond providing structure, these guidelines aim to strengthen the long-term capacity of youth and their organisations to address evolving social needs.

They promote sustainable action in areas such as social integration, civic participation, peacebuilding, and crisis preparedness, ensuring that young people are equipped not only to act, but to build resilient communities that learn and grow together.

33

Guidelines for Action Taking Voices of Change

At their core, these guidelines reaffirm the belief that young people are not only the beneficiaries of change but its active shapers. By fostering collaboration, inclusiveness, and critical reflection, the Guidelines for Action Taking contribute to building a stronger culture of youth engagement across Europe, one rooted in understanding, solidarity, and sustainable impact.

The journey of action taking does not end here. These guidelines are a living tool, meant to evolve as young people continue to adapt, respond, and lead in a changing world. The responsibility now rests with every reader to use, adapt, and expand upon them, turning knowledge into practice and reflection into meaningful, collective action.

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