Youth for Change

Promoting youth participation and active engagement in political, cultural, and social affairs remains one of the most pressing challenges faced by contemporary education. Although recent efforts have aimed to encourage young people to take a more proactive role in society, access to such opportunities is not equally available to all students. To address this disparity, the Institute for Social Research in Zagreb has chosen to implement the Critical ChangeLab model within a particularly overlooked segment of high school education – students living away from home in student dormitories. Working with this underrepresented group of youth provided us with a valuable insight into how youth can actively engage in their community and advocate for a positive change.

Two Participatory Action Research (PAR) cycles were conducted in Zagreb – one during the winter period and the other in the spring. The project involved three student dormitories: ‘Marija Jambrišak’, ‘Dora Pejačević’, and ‘Novi Zagreb’. The first two dormitories housed only female students, while ‘Novi Zagreb’ was mixed. In total, six labs were carried out, providing a rich and diverse experience for the students, their dormitory educators, and the project team.

STUDENT DORMITORY MARIJA JAMBRIŠAK

The group chose to focus on the issue of enrolment privileges in upper secondary schools (and later, higher education) based on social status. Through research, discussion, and consultations – including a visit to the School Museum in Zagreb and a conversation with a local government representative – the participants deepened their understanding of the topic. They ultimately decided to design and perform a theatrical play addressing the issue. This creative approach not only allowed them to express what they had learned but also served as an educational tool for their peers in the dormitory. This lab stood out for its impact on the participants’ attitudes. It marked a noticeable shift – from initially rigid and less tolerant viewpoints to a more open-minded and empathetic perspective.

My perspective and opinion have changed. I initially thought one thing, but as we worked through the cycle, I realized the situation was not as we all had imagined

PARTICIPANT

Spring PAR cycle

A new group of students participated in the spring lab – this time somewhat younger, primarily attending the 1st and 2nd grades of high school. As a result, the character of this lab differed significantly from the previous one. The group gravitated toward issues more specific to students at the beginning of their high school journey – particularly those living far from home in dormitories, often coming from underprivileged backgrounds. The group chose to explore the topic of self-image and the impact of others’ expectations on self-esteem and mental health. This theme resonated deeply with students who were still adjusting to a new life in a dormitory and an unfamiliar city. To address the issue, participants created and distributed motivational stickers with encouraging messages, placing them throughout the dormitory. Their goal was to inspire both current and future students, helping them feel seen, supported, and understood in their transitional journey.

I found it especially interesting to observe the different ways participants related to themselves. Some displayed a strong sense of identity and confidence, while others were still in the process of discovering who they were. Many participants frequently changed their opinions during discussions, reflecting their ongoing journey of self-awareness. A few sessions felt particularly revealing, and I believe the topic prompted meaningful reflection—not only for the participants, but also for us as facilitators.” 

EDUCATOR

STUDENT DORMITORY NOVI ZAGREB

Winter PAR cycle

This group chose to explore the topic of gender inequalities in education. As this was the only dormitory in the project housing both male and female students, it is likely that this unique setting influenced their choice of focus. After researching, debating and attending a theatre play that addressed gender differences in sports, the participants organized a panel discussion featuring two guest speakers: a male professional working in a field typically perceived as female-dominated, and a female professional employed in a traditionally male-dominated work setting. Their aim was to challenge gender-based stereotypes, particularly those that emerge during educational and career choices. The diverse composition of the group – in terms of both gender and educational/vocational background – was both its greatest strength and its biggest challenge. Navigating differing, and at times conflicting, perspectives led to rich discussions and a deeper understanding of the complexities surrounding gender and education.

“Even though the problem of addiction will not disappear with a magic wand, this cycle has given rise to an excellent way of critical questioning and mutual assistance within the dormitory community to make the support system even stronger. It was a pleasure to work with young people and colleagues who care about a different approach to upbringing and education.” 

EDUCATOR

Spring PAR cycle

Most of the students from the winter PAR cycle continued their participation in the spring, with several new students joining the group. As the returning participants were already familiar with the structure and goals of the labs, the sessions became more open, relaxed, and time-efficient. This time, the group chose to address the issue of substance abuse and explore ways to raise awareness and provide support within the dormitory. After the research and the discussions, the students reached out to Croatian rap artist Marin Ivanović ‘Stoka’, who has openly shared his past struggles with drug addiction. He kindly accepted the invitation and participated in a meeting with students from the dormitory. Following this event, the participants concluded that while they could not tackle substance abuse directly, they could address it indirectly by creating a more supportive social environment. They proposed organizing an “evening living room”, a space where regular social activities will be held and aimed at reducing feelings of isolation and loneliness—factors that often contribute to substance abuse. These initiatives would also create opportunities for peers to recognize early warning signs and offer support to those who might be at risk. 

“That problem we chose, we directly connected it to the dormitory, and okay, maybe not everything we proposed as a solution can have a direct impact on the users, but that’s something we simply can’t influence. Still, I would say we’re influencing it indirectly. So, along with choosing the topic, we spoke directly about the dormitory and came to a solution that we believe is relevant for addressing the problem here.” 

PARTICIPANT

STUDENT DORMITORY DORA PEJAČEVIĆ

Winter PAR cycle

Participants in this lab chose to address the issues of mental health with respect to educational inequalities. They have noticed how students struggling with mental health challenges find themselves at a disadvantage within the Croatian educational system, which often fails to recognize and/or adequately support these needs. The lack of institutional sensitivity can worsen students’ mental health conditions, as their academic performance and social relationships may suffer as a result. After conducting research and visiting the University Counselling Centre for Students at the University of Zagreb, the participants decided to create and present a fanzine focused on mental health in education. Through a combination of text and visual elements, the fanzine aimed to raise awareness, advocate for systemic improvements, and engage a range of stakeholders in dialogue. This lab demonstrated that artistic expression can serve as a powerful tool for raising awareness and advocating for meaningful change.

“Well, yes, I do feel more knowledgeable than before. I find this useful for general knowledge – thanks to workshops like these, I know more on certain topics.” 

PARTICIPANT

Spring PAR cycle

The group chose to explore the topic of food waste, focusing on the unnecessary waste that occurs throughout the food supply chain. After researching the issue and engaging in group discussions, the participants visited the Croatian Red Cross and the Food Bank, where they gained valuable insights into how these organizations combat food waste. These experiences inspired them to think about how similar practices could be introduced in their own student dormitory. To further understand the context and explore potential solutions, the students conducted interviews with the dormitory principal, the cook, and the health support staff. These conversations provided practical perspectives and reinforced the importance of raising awareness within their own community. In the end, the group decided to create fanzines once again – this time to address the issue of food waste and promote their findings and proposals through social media and in person. Their goal was to reach a broader audience and inspire positive change both within and beyond the dormitory setting.

“Indeed, I have deepened my understanding of young people\’s mental health problems. So, now I have more knowledge about how to approach them. Spring workshops motivated me to join the volunteering club at the Food bank and help managing the food to the most in need.”

EDUCATOR

Stories by Vlaho Kavain