The FOYER project (Fostering Self-Competences in Tunisian Youth Centers) aims to strengthen the social-emotional competences of young people in Tunisia through targeted interventions in youth centers, with the Jdaida Youth Center in Manouba serving as a pilot site. This study explores how educational programs focused on self-management and social awareness can enhance inclusion, especially for youth from disadvantaged backgrounds. The intervention involved training tutors to deliver life skills workshops and lead youth activities over a nine-month period.

Using a qualitative action-research approach with a pre-post-test design, the study collected data through participative observation and semi-structured interviews. Fourteen tutors participated in the intervention. The research focused on two core dimensions of social-emotional learning (SEL) as outlined by the CASEL framework: self-management and social awareness.

For self-management, the study examined stress management strategies, goal setting, planning and organization, and personal/collective agency. For social awareness, the focus was on recognizing others’ strengths, demonstrating empathy and compassion, expressing gratitude, and understanding situational expectations. Participants also reflected on their motivation and engagement in youth work.

Pre-test findings revealed a range of self-management strategies, such as using self-reflection or leisure activities to manage stress and applying time management and collaboration in goal setting. While some participants showed strong planning and organizational skills, others lacked structure or clarity. Confidence in self-management varies, indicating the need for continued development in areas like self-awareness and self-efficacy.

In social awareness, participants demonstrated emerging abilities to recognize others’ strengths and show empathy through listening and support. However, expressions of gratitude and the ability to navigate social expectations were inconsistent. Some relied on verbal thanks or small gestures, while others expressed uncertainty or limited awareness. Overall, the research so far shows that the FOYER intervention supports growth in both self-management and social awareness among youth center tutors. Many participants made notable progress, though some competencies—particularly around empathy, gratitude, and social expectations—require further support and reinforcement.

The results of the study, including changes observed between pre- and post-test phases, will be presented at the conference. The presentation will highlight key learning processes, the effectiveness of the intervention, and recommendations for future training and implementation. It aims to inform scalable models for youth centers in Tunisia and contribute to broader strategies for promoting social inclusion. A Q&A session and group discussion will follow the presentation.

Keywords: Education, social-emotional learning, non-formal education, youth center, diversity, disadvantaged groups, training program.