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Let’s Care Hub

Funded by the European Union under Horizon Europe programme – Grant Agreement 101059425


Pressley Ridge Magyarország Alapítvány, several schools in Hungary


Evidence of results

Purpose related to Let's Care

Level of Education



Safe LearningSafe Teaching

Brief description of the Project






Public & Private


To educate, help and care for children and young people labelled as "problematic"
because of their behaviour, with a special focus on cooperation and joint work with
families, educators and teachers.


The programme uses a special approach to help young people who are emotionally
disturbed and causing problems with their behaviour. The work with the children can
bring them to the point where they can successfully reintegrate into their family, living
environment and school.

The Foundation currently has three areas of activity: institutional development, direct
work with groups of children, and training and consultancy. In addition to these, they
also consider it their responsibility to analyse policy issues. In their work, the use of
experiential pedagogy as a tool, as well as the broad exchange of knowledge, are
extremely important.

The Foundation works on the maxim that alternative, constructive and non-destructive
solutions are needed in school and child protection services for children and young
people with learning, emotional or integration difficulties, because in its view there is
no such thing as an untreatable child, only a misunderstood child.

Type of Action

Artistic and cultural programmesAwareness and training sessions for parents and caregiversCreation of safe and welcoming spacesEducational workshopsMonitoring and evaluation of progressOutdoor activities and nature explorationTutoring and emotional support sessions

Target Group and Determinants attended

FamiliesStudents (Ethnicity - ROMA))Students (Gender)

Professionals involved


Networking - Actors and Institutions mobilised by the Project

Local authoritiesNGOs or third sector organisationsSchools


The foundation takes an innovative approach to tackling the problem of children with behavioural problems,
believing in long-term solutions. By recognising the individual strengths of young people, they seek to achieve
sustainable results in behaviour change. Through collaborative partnerships with young people, the foundation
values their active participation and provides them with a safe space to voice their concerns and contribute to
their own growth and development.
The foundation's programme is not limited to children alone, but also focuses on providing comprehensive
support to their families. They understand that behavioural challenges are often related to complex family
situations, so they work closely with families to restructure their approach and develop effective strategies to
address existing problems.
The foundation recognises the importance of professionals who interact directly with children. For this
reason, they provide them with ongoing training to keep them up to date with best practice. In addition, they
are provided with consultancy, supervision and follow-up to ensure that they have the necessary support in
their work.
With its holistic, people-centred approach, the foundation seeks to maximise the success of its programme.
They are confident in the ability of young people and their families to make positive and lasting changes in
their lives. By providing them with the necessary tools and support, they are committed to creating an
environment conducive to their growth, well-being and long-term success.


The main barrier is children's resistance or lack of cooperation, which makes it difficult to establish a trusting relationship.
In addition, some families may find it difficult to accept the need for intervention or may face socio-economic barriers that
limit their participation. In addition, stigma and stereotyping associated with behavioural problems can hinder inclusion
and access to quality services.

Grade of linkage with the Safe Education Model

Attachment and bonding work is fundamental to #NoBadKid. These children have often experienced difficulties in their
early relationships and may have experienced disruptions in the development of secure attachment. By providing a safe
and supportive environment, the programme helps children repair and strengthen their emotional bonds through a
consistent and reliable presence, showing empathy and understanding, and responding sensitively to children's needs and
emotions. Furthermore, the programme understands the importance of involving families throughout this process in
order to establish healthy relationships with their adults.

Grade of linkage with the purpose of Let's Care

When children face behavioural challenges in the school environment, they may experience difficulties in fully
participating in learning activities and establishing positive relationships with peers and teachers. This can lead
to decreased motivation and engagement in education, increasing the risk of dropping out of school.
At #NoBadKid, work with disruptive children focuses on addressing the emotional and behavioural needs of
these children, providing strategies and support to help them manage their difficulties. By strengthening
emotional regulation skills, self-control and social skills, children's ability to cope with challenges in the school
environment is enhanced.
In addition, the organisation works closely with schools and educators to implement approaches tailored to
children's individual needs. This may include implementing specific classroom interventions, developing
individualised support plans and training school staff in effective strategies for working with disruptive

Grade of evidence about impact and political relevance

Throughout its programmes, the foundation has made a significant impact on the lives of numerous children. Directly,
approximately 850 children have attended the activities offered by the foundation, receiving the necessary support to
address their emotional and behavioural difficulties.
In addition, indirectly, the foundation has impacted the lives of approximately 6,000 children. This is due to the positive
influence they have had on the educational and community environments in which they work. The foundation's
programmes have generated a multiplier effect by promoting attitudinal change and improving understanding of the needs
of disruptive children.
The foundation has conducted 1,070 teacher training courses, where nearly 300 teachers have participated in training and
mentoring over several years. This training has strengthened teachers' skills and knowledge, enabling them to provide
more effective support for disruptive children in the classroom.
In addition, conferences and awareness-raising events have been held, reaching some 500 people and imparting valuable
information about the challenges faced by disruptive children and strategies to address them.
The foundation has also had an indirect effect on the parents of children attending their programmes, reaching
approximately 1500 people. Through their work, they have provided support and guidance to parents, helping them to
understand and address the specific needs of their children, thereby strengthening family ties and promoting a supportive
home environment.
These achievements highlight the foundation's commitment to making a positive impact on the lives of disruptive children
and their environment. They will continue to work tirelessly to expand their reach and provide the support necessary for
these children to reach their full potential and have a successful future.

Grade of evidence about impact - Project deliverables


The programme has proven experience in several countries. In Hungary, they work in several schools all over the country.
Its easy reproducibility is due to the fact that the programme is based on a clearly defined methodology, beyond the


Intervention, transformation, re-education

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