Keywords

1 Introduction

This chapter contributes to the advancement of knowledge by investigating the impact of holistic learning experiences on children’s academic and professional outcomes, with a specific emphasis on emotional well-being and multipotentiality. Drawing insights from the pilot programme LESPLAY,Footnote 1 which centres on children’s active engagement in afterschool activities, the chapter explores methodologies and approaches aligned with the Follow Your Heart (FYH)Footnote 2 model and shows how such approaches can serve as a catalyst for challenging conventional educational structures, particularly those that limit the potential for meaningful impact in the lives of young individuals. The chapter also explores how by aligning to child rights-based, inclusive, and knowledge co-creation approaches, LESPLAY empowers children to contribute to sustainability initiatives.

The paradox of contemporary education systems, simultaneously producing future human capital while neglecting the rights of children,Footnote 3 forms a backdrop for this exploration. Amidst global concerns regarding education access and deficiencies in equipping children for success, this research supports calls for transformative approaches that challenge conventional educational structures.Footnote 4 The FYH model serves as a catalyst, challenging heavily structured and linear approaches that limit the potential of meaningful impact of young individuals.Footnote 5 LESPLAY, conceived with a recognition of these limitations, addresses not only their influence on creativity, social well-being, and entrepreneurshipFootnote 6 but also the economic realities within its context.

Evidence from research has shown the benefits of nurturing children’s social and emotional learning and indicates a growing shift towards more humanistic, holistic, and socio-emotional approaches to learning.Footnote 7 Informal learning environments, especially those incorporating play and enjoyable activities, have been seen to be instrumental in children’s holistic development.Footnote 8 The chapter aligns with the citizen action agenda for advancing the Sustainable Development Goals (Agenda 2030), emphasising multipronged and inclusive approaches to unravel sustainable solutions for the complex environmental and social challenges faced by young people daily.Footnote 9

Inspired by the encounter between FYH and LESPLAY, two projects applying different yet similar methods with the common goal of inspiring young people to effect positive change, this chapter presents a unique perspective. The author’s encounter with FYH during an interdisciplinary workshop on Ocean Interconnectedness underscored the interconnectedness of global challenges. The character Cora’s journey in FYHFootnote 10 resonated with the engagement of LESPLAY participants in promoting environmental sustainability in Cameroon.

After setting the stage in this section, the chapter proceeds to a discussion on the research methods and sources employed. The subsequent focus on LESPLAY’s origins, philosophy, and methodological approaches provides readers with a clear understanding of the programme’s conceptual foundations. The narrative then proceeds towards the convergence of LESPLAY and FYH, delving into the significance of social and emotional learning (SEL) and multipotentialities within the context of LESPLAY. The exploration of conceptual underpinnings related to young people’s climate and sustainability actions, emphasising participation, co-creation, and childist approaches, enriches the discourse. The chapter concludes by highlighting results stemming from LESPLAY’s inclusive and co-created actions, emphasising the collective and multipotential voices of children as crucial in advocacy for sustainability causes.

2 Methods

This chapter employs a qualitative analysis based on participatory action researchFootnote 11 for which the author carried out at various intervals from 2018 to 2021.Footnote 12 Upon developing the LESPLAY concept whose aim was to provide an alternative learning platform for children to explore multipotentialities, develop skills and talents, and during this period, the author immersed himself into the afterschool activities organised by SODEI in the Southwest region of Cameroon, gaining first-hand insights into how participants fostered emotional well-being and multipotentiality.Footnote 13 He also engaged with participants in activities and observed their active participation in creative learning through peer-to-peer, mentoring, arts and presentations of various kinds. Programme reports for LESPLAY were also analysed for insights on reflections from participant and facilitators. A close review of the FYH book was conducted to gain a deep insight into the methodologies and approaches referenced in this chapter.

The activities that resulted to this paper were conducted with due regard to applicable ethical considerations. Research and related activities with children within the context of armed conflict presupposes specific considerations.Footnote 14 The confidentiality and anonymity of all participants was assured and informed consent obtained for all tools applied. Relevant information such as age and gender were collected during this process but only nicknames for the participants are used in this paper.Footnote 15 The United Nations Convention on the Rights of the Child (CRC) Article 36 is to the effect that children must not be harmed or exploited through taking part in research or related activities. SODEI, the organisation under which the PA research was conducted has in place safeguarding policy and guidelines to which all LESPLAY facilitators adhere.Footnote 16

3 Unveiling LESPLAY

The concept of LESPLAY was born during a field trip to Cameroon in late 2018 when the author was researching about young peoples’ participation in decision-making within family and school systems. The research was conducted with children in the English-speaking regions of Cameroon who have been experiencing disruptions in normal functioning of school due to the so-called “Anglophone crisis” which broke out in late 2016.Footnote 17 The young participants involved in the research, whose education was disrupted by conflict, all expressed their desire to be in school, to learn and play with their peers. Based on their feedback and subsequent meetings with some of the children involved in the research, the concept of LESPLAY was born. The aim was to provide a platform to empower children and young people by advancing social and emotional learning and recognising and nurturing their innate skills and multipotentials. LESPLAY is more than just a project; it’s a holistic learning experience that celebrates individuality, creativity, and personal growth through interactive and enjoyable activities.

The outbreak of violence in the English-speaking regions of Cameroon in September 2016 forced thousands of children of school going age out of school. About 100 schools were destroyed, 90% of primary and 77% secondary schools closed down impacting about 900,000 children during the peak of the crisis in 2019.Footnote 18 The crisis resulted in decreased enrolment and an increase in the number of out-of-school children, and consequently jeopardising the economic and social development. The effects of the crisis only exacerbated the already existing problems of poor classroom conditions, inadequate student to teacher ratio, limited student follow-up, inadequate learning materials, stress-filled learning environments affecting children’s learning.Footnote 19 LESPLAY emerged as a citizen action to contribute to overcoming these barriers to access to quality education and opportunities for young people, grounded on a child rights-based, holistic approach.

3.1 LESPLAY: A Child Rights-Based Approach

LESPLAY like FYH addresses the deficiencies of contemporary education systems by providing an opportunity for SEL and exploration of the multipotentials, to better prepare children and young people for contemporary global challenges. It was originally aimed at children experiencing disruptions in normal functioning of schools due to conflict, providing an alternative platform to engage them in creative informal learning and a safe space for peer interaction and play. A child rights-based approach was applied as a foundation based on the CRC framework of norms, and as an inclusive and participatory process with an outcome to empower young people, provide the opportunity to explore and achieve their full potentials.

Civil society has and continues to play a key role in promoting the CRC and its application in a range of different contexts.Footnote 20 The application of a child rights-based approach to LESPLAY requires a consideration of relevant children’s rights under the CRC, with the aim of ensuring their rights wherever applicable and doing no harm. Hence, LESPLAY was modelled according to three important rights from the CRC: the right to education, the right to play, and the right to have a voice.Footnote 21 LESPLAY was also a citizen action towards advancing the SDGs, with a specific focus on SDG 4.

Grounded on the desire to advance children’s right to access to quality education, reference is made to CRC Article 28 which recognises the right of every child to education and Article 29 which provides for purposes of education. These purposes include among others: the development of the child’s personality, talents, and mental abilities. According to Article 29, the goal of education is to “empower the child by developing his or her skills, learning and other capacities, human dignity, self-esteem and self-confidence”.Footnote 22

The right to meaningful participation is also a vital element for children’s learning and development.Footnote 23 LESPLAY emerged in a context whereby children had no say in the school boycott decisions that impacted them.Footnote 24 This is despite having during my research encounter in 2018, expressed their desire to be in school and play with friends if given the opportunity.Footnote 25 Hence, it was imperative to consider children’s right to participation in designing the programme. The CRC Article 12 provides for the right of the child who can form views to freely express those views in all matters affecting him or her and for those views to be given due weight in accordance with the age and maturity of the child. Article 12 forms one of the general principles for the interpretation and realisation of all CRC rights.Footnote 26

LESPLAY is grounded on the understanding of the importance of leisure and play in children’s learning and development.Footnote 27 Article 31 of the CRC sets out children’s right to rest, leisure and play, cultural life, and the arts (the “Article 31 rights”),Footnote 28 widely acknowledged as central to children’s health, development, and happiness.Footnote 29 CRC General Comment No. 17 emphasises the holistic understanding of Article 31 stating that: “Each element of Article 31 is mutually linked and reinforcing, and when realised, serves to enrich the lives of children”.Footnote 30

There is a clear interrelationship between the right to play, to education, and to participation. Play is essential for children’s learning and development. Meanwhile, children’s ability to form views in line with Article 12 is predicated on their development of such capacities. The UNCRC recognises this interdependence as well the equal importance of the Convention rights including the rights to play, education, and participation.Footnote 31 While these are all separate rights enacted under the Convention, the United Nations Committee on the Rights of the Child has, for example, grouped the right to education with the right to play within the State Party reporting procedures.

3.2 Cultivating Emotional Intelligence and Multipotentialities in LESPLAY

Young people need to cultivate social and emotional intelligence and the multiple inner talents to complement their education.Footnote 32 Salovey and Mayer define emotional intelligence as “a set of skills associated with monitoring one’s own and others’ emotions, and the ability to use emotions to guide one’s thinking and actions”.Footnote 33 Emotions have an impact on attention, memory, our ability to build relationships with others, and our mental and physical health.Footnote 34 Emotional intelligence is a vital component of children’s development as it influences their social and emotional well-being, academic success, and overall life satisfaction. Parents, caregivers, and educators can play a significant role in nurturing and promoting emotional intelligence in children through open communication, and providing opportunities for emotional growth and self-awareness.Footnote 35

In Chapter 3, E. M. Murray, M., P. Poto, & L. Vita, on expanding the methodological steps involved in the co-creation process of FYH, define SEL as “the process through which individuals develop essential skills, attitudes, and behaviours that enable them to understand and manage emotions, establish positive relationships, make responsible decisions, and effectively navigate social interactions”.Footnote 36 Growing research and development initiatives have established the impact of SEL on children’s learning outcomes, including in developing social competences and overall wellness.Footnote 37 Ahmed et al., in a quasi-experimental pre-test/post-test design conducted with 270 secondary school students divided into an experimental and control group, found that the group taught through SEL demonstrated significant social and emotional competence over the one taught using the traditional teaching approach.Footnote 38

Despite not expressly articulating SEL in its programming, LESPLAY encompasses all the attributes of SEL. LESPLAY was established based on the need to show compassion and love for children experiencing fear and instability as a result of war and widespread violence. It provided an alternative for them to experience and share compassion for one another, express their feelings, and create healthy relationships in a safe environment. The emphasis on storytelling, self-expression, role-playing, and interactive games provides an opportunity for children taking part in LESPLAY to not only express their emotions but also develop a deeper understanding of their own and others’ feelings. Through these activities, participants undergo a transformative journey, transitioning from initial states of shyness, lack of confidence, and sometimes fear to actively engaging and contributing to individual and group endeavours.Footnote 39

LESPLAY, like FYH, embraces multipotentiality as a driver of innovation and ideas. Multipotentiality as defined by Barbara Kerr is “the ability to select and develop any number of career options because of a variety of interests, aptitudes, and abilities”.Footnote 40 Meanwhile children’s lives unfold within cultures that encourage pursuing a single passion and interest at the expense of multipotentiality. The question “what do you want to be when you grow up?”, as analysed and illustrated in FYH, often becomes internalised and contributes to defining children’s future decisions.Footnote 41 Multipotential children possess a diverse range of skills and talents and are often attracted to multiple disciplines, hence the limitations such a question could pose. At LESPLAY, creativity, play, and arts-based learning unite to empower children and young people to reach their full potential. The programme strategically incorporates arts-based approaches, such as drawing, sketching, and storytelling, fostering creativity and allowing children to explore and showcase their multipotentials. LESPLAY adheres to the belief that diversifying after-school activities including subjects such as math and IT support, reading, journaling; combined with sewing, baking and complemented with arts, play, and other leisure activities, would add value to children’s learning experience and increase their chances of success.Footnote 42 The blend of emotional intelligence activities and the encouragement of multipotentialities in LESPLAY not only contributes to the participants’ personal growth but also aligns with the overarching goal of providing a holistic learning experience that celebrates individuality and diverse talents.

4 Participation and Co-creation Approaches

4.1 Child Participation and Related Challenges

LESPLAY pays special attention to child participation and inclusiveness in the expression and enhancement of potentials for children in line with the child rights-based approach. This serves not only as principle but also instrumental in observing the immediate impact on the community and for sustainable development, acknowledging that children have been historically relegated to a position of powerlessness, being isolated and their voices left unheard.Footnote 43 Also noting the paradigm shift in research and development practice involving children today, whereby they are predominantly viewed as social agents capable of taking active part and contributing to societies in which they live.Footnote 44 Conceptualised as a continuum, children’s participation can vary from no or little participation to higher levels where they initiate and share decisions with adults.Footnote 45 Concerning decision-making, many have the perception that children’s participation can be tokenistic.Footnote 46 Children are often seen at local and international stages making speeches, in Children’s Parliaments, yet many question the impact of such involvement.Footnote 47 Demonstrating the paradox of questioning children’s capacity to participate in political life, Clodagh Harris shows examples of institutions and processes in which children actively engage.Footnote 48 Yet, they note that despite such active engagement, the impact of Youth Parliaments on policy transformation which are “ubiquitous” across the EU remains limited. Many researchers contend that for children’s participation to be considered effective, children must be seen as full members of the society capable of being consulted and given consideration in matters concerning them.Footnote 49

The situation becomes more concerning when considering the gaps in child participation between global north and global south contexts. Some countries, especially in the global north, are taking steps to directly include children and young people in deliberations leading to decisions on tackling climate change. In Europe, countries such as France, Ireland, Scotland, and the UK have established citizens assemblies where citizens including children are called upon to deliberate on climate emergency challenges directly with experts and stakeholders.Footnote 50 Despite the observed absence of children’s voices in these assemblies such as in the case of Ireland, mostly due to certain practical arrangements,Footnote 51 it can be argued that it is a step in the right direction. Meanwhile, children in some African countries are still confronted with cultures, traditions, and systems that inhibit their participation.Footnote 52 In her research searching for common grounds among local communities in Ghana found that in some communities, Twun-Danso Imoh argues that more emphasis is placed on the duty to and responsibility of children to be obedient, humble and respect adults, and not expected to challenge them.Footnote 53 These values are reflected in Article 31 of the 1990 African Charter on the Rights and Welfare of the Child which imparts duties and responsibilities on children.Footnote 54 To children in Twum-Danso’s community, what constitutes “rights” includes their duty to respect and obey and to contribute to the maintenance of the household. Most of the adults involved in her research did not see the right to participate in decision-making as a right. However, factors such as respect could earn children the right to participate in family decision-making.Footnote 55

With the status quo, it therefore becomes obvious that young people in Africa and other parts of the world are forced to improvise new ways to clamour for change and make an impact. Being deeply concerned about the current state of poverty, violence, and climate change, and losing trust in adults and world leaders to make good decisions for them, they seek to be part decisions influencing their destinies.Footnote 56 Many youth initiatives fostering the SDGs have emerged since the dawn of the Agenda 2030. The SDG flagship symbol has taken over activism and can be seen displayed in schools and events promoting the SDGs. Campaigns, such as the SDG Action Campaign in Sri Lanka, mobilise young people to advocate for and work towards SDGs.Footnote 57 Furthermore, young people seem to be taken to leadership in climate action and have been seen championing worldwide climate change strikes.Footnote 58 Young climate activists like Greta Thunberg, founder of Fridays for Future Youths Climate Strike MovementFootnote 59 and Xiuhtezcatl Martinez, Earths Guardians Youth Director,Footnote 60 have taken the lead in championing the cause for a sustainable environment.

Greta Thunberg has particularly taken youth activism to elevated heights and has become an inspiration to young people around the world. Her support of climate youth battles became evident when she put schooling on a halt to protest outside the Swedish parliament at the failure of the government to act on climate change,Footnote 61 her recent outings when she joined the Sámi youth in Norway protesting the non-implementation of Norway’s Supreme court judgement in the Fosen case.Footnote 62 Her climate strike movement coordinated massive protests of young people and adults in 150 countries on 20 September 2019.Footnote 63 She has since challenged adult’s leadership and inspired young people’s climate leadership potentials in her famous speeches in various international climate gatherings and events:

I’ve learned that you are never too small to make a difference and if a few children can get headlines all over the world just by not going to school then imagine what we could all do together if we really wanted to.

We have come here to let them know that change is coming whether they like it or not. The people will rise to the challenge. And since our leaders are behaving like children, we will have to take the responsibility they should have taken long ago.Footnote 64

Research shows that children and young people’s climate activism may not only serve to counter the negative sense of hopelessness in them regarding climate change, but also influence the attitudes and behaviours of others, thus expanding their real-world impact.Footnote 65

4.2 Towards a Childist Approach to Climate Education and Awareness

In his work “Ethics in the Light of Childhood”, Wall advocates for a profound re-evaluation of societal norms in response to the experiences of children.Footnote 66 He introduces the concept of “childism” as the moral agency inherent in children that adults should aspire to emulate. Wall perceives the contemporary wave of children’s agency and voice in childhood studies as a “second wave” of childism, criticising the failure to insist on a child-inclusive view of human beings for all.Footnote 67 This paradigm suggests an equalisation of rights and roles between children and adults, challenging the historically hierarchical structures in education and positioning children as active agents in shaping their worldview.

Within the realm of climate education, a childist approach is advocated, recognising children as pivotal stakeholders with unique perspectives, insights, and the potential to instigate change.Footnote 68 The childist lens promotes a departure from didactic models, urging the adoption of participatory methodologies that empower children to contribute meaningfully to climate awareness. Children, with their innate curiosity and openness, are seen as valuable contributors offering a fresh and unfiltered viewpoint to intricate issues like climate change. When their agency is harnessed, it becomes a potent force for positive change.

The 2018 Fridays for Future school strikes exemplify the assertion of young “citizens” assuming socio-political responsibility, recognising the interdependence of their destinies with their capacity to exercise human agency when politicians fall short.Footnote 69 These strikes have sparked a crucial debate about positioning children on an equal footing with adults in the realm of democratic representation. To enable children to act as political agents and ensure their democratic representation based on their unique concerns, it is argued that new thought structures are imperative.Footnote 70

Children, facing diverse circumstances, have raised their voices against injustice, human rights violations, and marginalisation. Instances like the open letter from children advocating for safe schools in the SahelFootnote 71 and protests against abuses in the separatist conflict in CameroonFootnote 72 exemplify children’s resilience in challenging adversity. Moreover, children have questioned the purpose of attending school in the face of a jeopardised future. When Greta Thunberg launched the climate movement that spiralled to over 1,500 cities, it questioned the very foundation of the global education agenda that confines children to school, especially in the context of worsening climate conditions. Fridays for Futures made the point on their website stating that: “School children are required to attend school but, with the worsening Climate Destruction, this goal of going to school begins to be pointless. Why study for a future, which may not be there? Why spend a lot of effort to become educated, when our governments are not listening to the educated?”.Footnote 73

As children increasingly assume shared human responsibility, particularly in addressing climate change, there is a growing necessity for their concerns to be acknowledged and for them to be granted an equal opportunity at the decision-making table.

4.3 Knowledge Co-creation for Climate Education

Knowledge co-creation as a facet of methodology for educational programmes and research with children and other disadvantaged groups has been deemed ground-breaking for its focus on collaboration, participation, and respect for all involved.Footnote 74 In their approach to co-creation in educational spaces, Murray and Poto refer to Alfred North Whitehead’s approach which focuses on reconceptualising the relationship between subjects and objects in learning exchanges, promoting reciprocal relations and interconnectedness. The focus is on nurturing relationships between humans and nature within educational spaces.Footnote 75 Their approach challenges traditional classroom dynamics and emphasises inclusive spaces. They argue that this inclusive space not only situates learners and teachers within a broader social context but also provides a sense of belonging.Footnote 76 The co-creation of knowledge approach in researching with children changes research focus from “…one that is inherently informed by traditional modes of scientific research to one that is informed by a collective and collaborative approach”.Footnote 77 Drawing parallels with community-based participatory research (CBPR), Murray and Poto contend that participatory learning offers autonomy, empowerment, and ownership, fostering a greater sense of accountability among students. This approach, rooted in inquiry through open dialogue and active listening, promotes critical, creative, and caring thinking.Footnote 78

Knowledge co-creation has emerged as a transformative approach suitable for tackling the complexities and uncertainties relating to climate questions as it advances equity for all parties involved.Footnote 79 Initiatives such as the United Nations Decade of Ocean Science for Sustainable Development (The Ocean Decade) through its Ocean Decade Action Framework, advances inclusiveness and representativeness in its approach to oceans science.Footnote 80 In responding to calls for inclusiveness and equity in scientific knowledge production and sharing, real-world laboratories, such as LivingLabs,Footnote 81 have been conceived.Footnote 82 These are well structured and robust approaches to attend to complex societal challenges, providing highly participatory and experimental methods for real-world interventions. In conceiving the real-world laboratories approach, Franke et al. highlight the importance of greater openness in participation, and the need to listen to opinions, knowledge, and ideas that may not always align to dominant views and desires.Footnote 83

Drawing from Franke et al.’s insights, it is important to highlight the transformative yet challenging nature of such initiatives. Real-world laboratories encompass co-design, co-production, and co-evaluation phases, demanding scalability, transferability of results, and inclusivity. This aligns in part with the overarching aim of this chapter, emphasising the importance of considering diverse perspectives, particularly those of young people, in collaborative projects related to climate education. The LESPLAY initiative is a pertinent example within the discourse of knowledge co-creation. The programme, designed to address a learning gap identified through consultation with the children it serves, prioritises their perspectives on climate change and environmental protection. LESPLAY exemplifies a co-creative learning approach centred on listening and understanding the unique viewpoints of participants. By incorporating children’s worldviews into the production of knowledge, LESPLAY (like FYH) is an educational model for fostering collaboration and co-production that aligns with the principles of inclusivity and equity in climate education.

5 Combining Knowledge Co-creation and Participation for Sustainable Development Action: Results from LESPLAY

From its inception, LESPLAY has prioritised the active participation of children for which the programme was destined. A student-centred approach whereby beneficiaries of LESPLAY are themselves involved in the planning, choice of topics and lead discussions during sessions. LESPLAY is “a project for children by children”. The idea of LESPLAY came about during the authors research with children in Cameroon and specifically, during his stay and engagement with children in two schools whose education was heavily disrupted by conflict. Children who participated in his research all expressed their desire to be in school, to learn and play with their peersFootnote 84; some of them in the process of creating LESPLAY.

LESPLAY has also prioritised children’s perspectives and worldviews in the production of knowledge. Our learning approach has focused predominantly on listening and carefully understanding their perspectives on various subjects impacting their lives, including climate change, environmental protection, child rights, etc. Knowledge generated from the activities have been published in our reports of activities.Footnote 85 Using arts, storytelling, and role-play, LESPLAY participants communicate their knowledge and understanding of issues affecting them. Sometimes, their perceptions of things are not in line with the predominant adult views. For example, during sessions on children’s rights, participants stated their understanding of rights that included those not covered by the CRC. When asked what they understand by children’s rights, some responded: “the right to cross the road”, “the right to sleep”, “the right to eat”, and so on. When asked about their right to participation in family settings, some stated that their understanding of participation was limited to helping their parents with house chores and not in decision-making. In this regard, Hanson and NieuwenhuysFootnote 86 remark about children’s “living” rights in that children make their own meanings of rights which is often different from those enacted for them or imposed by other people’s interpretations. Hence why it is crucial to take children’s perspectives into consideration in knowledge construction processes affecting their lives.

As an integral part of our research project, the LESPLAY workshops played a pivotal role in fostering holistic learning, emotional well-being, and sustainability action among participants aged 10 to 18. Organised weekly on Saturdays and led by dedicated programme volunteers, these sessions delved into themes suggested by SODEI volunteers, carefully selected to address critical issues affecting the community.

Themes such as environmental preservation, gender equality, gender-based violence, body image, bullying in schools, violence against women and children’s rights were at the forefront. Each theme unfolded across two sessions, with the initial phase involving dynamic discussions between participants and facilitators. The subsequent session witnessed participants expressing their understanding and ideas through various art forms, providing a unique and engaging medium for their voices to be heard.

The focus on environmental preservation spanned five sessions, addressing topics ranging from an introduction to the environment to the significance of plant and animal life, the impacts of human interference, and methods of protection, preservation, and conservation. Participants gained insights into the protection of fauna and flora, alongside the importance of recycling.

In collaboration with CAMHELP, empowerment seminars expanded the scope of learning beyond LESPLAY’s regular themes. Workshops on “ankara” designs, bead making, and cookery empowered participants with practical skills. The positive feedback received from participants highlighted their deepened understanding of the subject matter, the acquisition of new knowledge, and the significant impact of these sessions on their personal development.

This multifaceted approach aligns seamlessly with the research project’s emphasis on holistic learning experiences, emotional well-being, and sustainability action. The combination of thematic exploration, artistic expression, and practical skill development fosters a comprehensive educational environment, empowering participants to not only understand but actively contribute to positive change in their communities and beyond.

LESPLAY participants work both individually and as a team to develop and present solutions to community problems. This girl participants of LESPLAY played an active role in the development of SODEI’s gender-based violence (GBV) guidelines by brainstorming on the causes, consequences, and actions to stop GBV. Gideon (LESPLAY participant) who believes that littering can be controlled through recycling and reward, developed a plan for a community recycling plant. Jesse and Harmony (LESPLAY participants) illustrated the importance of conservation and protection of plant and animal species for sustainability. Jesse stated during a LESPLAY session that “when trees are in an environment, harmful effects like soil erosion will be limited”. Ako, another beneficiary of LESPLAY, is a fan of community engagement. He stated: “When communities come together through initiatives such as clean-up campaigns, it helps to maintain a clean and sustainable environment…”.Footnote 87

5.1 The Story of ATRAA

The story of a little girl named ATRAAFootnote 88 deprived of school as a result of the conflict, and later introduced to our LESPLAY, resonates with the illustrative character Cora from The Story of Cora in the first part of the FYH book. This story, based on the realities of children and youth involved in LESPLAY programming, shares an inspiring narrative of how involvement with SODEI has empowered and improved the lives of children in conflict areas of Cameroon.

Disheartened by the turn of events, she decided to assist her parents with household chores. However, her fate would change when a team from the NGO SODEI visited her family and spoke to her parents about their after-school programme LESPLAY, suggesting that ATRAA attend. ATRAA became captivated by the idea that she could be more than just a student; she could be a change-maker. In the following couple of months, she attended weekly Saturday LESPLAY sessions, bonding and interacting with her newfound friends, enjoying her time in the safety of friends and learning about children’s rights, climate change, and other important social issues she enjoyed. With a deep passion for nature, ATRAA decided to use her newfound knowledge and passion to champion the cause of environmental protection. Along with her LESPLAY friends, she began organising small clean-up and awareness campaigns in her community, teaching their peers as well as adults about the importance of preserving the environment. Slowly, more and more children joined her and friends in this mission.

6 Conclusion and Ways Forward

In conclusion, this chapter illuminates the profound impact of holistic learning experiences on children’s academic and professional outcomes, with a particular emphasis on emotional well-being and multipotentiality within the LESPLAY programme. Joining forces with the transformative Follow Your Heart philosophy, LESPLAY challenges conventional educational structures and addresses the paradox of contemporary systems that often neglect children’s rights. The chapter aligns with a citizen action agenda for the Sustainable Development Goals, advocating for inclusive and sustainable solutions to complex environmental and social challenges. Through qualitative analysis and participatory action research, the research sheds light on the success of LESPLAY in empowering conflict-affected children, providing an alternative learning platform that celebrates creativity, social well-being, and entrepreneurship. By emphasising children’s rights, emotional intelligence, and multipotentiality, LESPLAY not only enriches participants’ learning experiences but also nurtures their capacity to effect positive change. The convergence of LESPLAY and FYH serves as a beacon for transformative education, encouraging collective voices and efforts to champion sustainability causes. This research underscores the importance of innovative, child-centric approaches in shaping a brighter and more sustainable future.

ATRAA’s transformative journey within the LESPLAY programme serves as a compelling narrative illustrating the impact of holistic learning experiences on young individuals. Her story epitomises the intersection of emotional intelligence, multipotentiality, and the empowerment of children within unconventional educational frameworks. ATRAA’s commitment to environmental protection, sparked by her LESPLAY experience, not only showcases the programme’s success in nurturing diverse skills but also emphasises its potential to instil a sense of responsibility and activism in young minds. The stories of ATRAA, Cora, and their friends demonstrate how initiatives like LESPLAY, grounded in children’s rights and participatory learning, contribute to the development of conscientious and empowered youth.

Moving forward LESPLAY plans to collaborate with FYH to promote joint initiatives to inspire young minds with the stories of ATRAA and Cora and accompany them in their mission to change the world. Such a collaboration would emphasise the interconnectedness of individual stories in the pursuit of sustainable change.