The young people who arrive at Spazio LABS often have a history of school-related failure. “They have all experienced some form of failure,” says psychologist Vittoria Passanisi. “They come in with a strong sense of inadequacy, which at times turns into anxiety or physical symptoms.” The program is aimed at adolescents aged 15 to 19 who, despite having completed middle school, do not yet feel ready to enter the workforce or continue their studies. However, the project also supports those who are enrolled in school but feel the need for an additional educational pathway, as well as young people simply looking for a welcoming place to socialize.
A place to breathe and begin again—a sort of safe harbor where everyone, without exception, can feel accepted without judgment and start rebuilding a different future. “Through the annual school program, we try to understand, together with each young person, which path can be built, starting from the discovery of who they are and what direction they might take for their future,” explains Manuele Manco, project manager of Spazio LABS. “The youth we welcome are often referred by schools, social services, or come on their own initiative,” Manco continues, “and with them we begin a set of activities designed to bring out passions, aptitudes, and potential.”
A (Non) School
It is indeed a school—but a different kind of school. One that works in a non‑traditional way and attempts to act as a safety net in a society that prioritizes competitiveness. “We don’t give grades; instead, we learn through a more active method,” explains Mellano. “We call it the Maker Lab: learning by doing.” The focus is on the young person, not on the teaching. “What matters most is that students feel well: that’s where learning begins.” Activities are organized into three broad areas: logic for math and science; communication for the humanities; and laboratories, the heart of experiential learning.
The workshops give young people the chance to test themselves through hands‑on activities. “It’s an opportunity to discover what excites them and what, on the contrary, they don’t feel connected to,” the educator notes. It’s also a valuable exercise for the staff. “Watching them act within a practical context helps us get to know them better.” In this sense, art becomes an effective tool for mediation, capable of facilitating expression and relationship-building.
Art as a Tool for Expression and Connection
There are many different workshops—ranging from music to street art, such as murals. But that’s not all. “Right now, the students are taking part in an artistic workshop led by an artist, which involves the creation of a totem,” Mellano explains. “Starting from a basic structure, the young people build it, decorate it, and transform it into something that expresses who they are. The content is open,” the educator continues. “Some tell a personal passion, others an idea or thought, and some tackle themes like justice, electronics, or computer science.” Art offers, in fact, an alternative expressive medium “capable of giving voice to what struggles to emerge through verbal language, making possible a more spontaneous and authentic self-narration.”
More broadly, the entire educational approach is built around hands‑on learning. “Even subjects like math or Italian are never taught through traditional lectures. If we talk about geometry, we build shapes; if we work on Italian and communication, we might start from Dante or poetry, but then we write a poem ourselves, putting ourselves into the process.” This work also becomes an opportunity for psychological reflection. “In the case of the totem, the reference to identity is very fitting,” explains psychologist Passanisi, “because it allows young people to express parts of themselves through a creation that reflects their inner world.”