The Teenagers’ Club is a programme for young people from Vilnius who face social exclusion and difficulties at school or at home and who lack basic learning or social skills.

Since November 2019, the British Council Lithuania and Vilnius Social Club have collaborated on this project.The Teenagers’ Club is a space in Naujininkai where young people aged from 12 to 15 can gain basic life skills, improve their communication skills and receive comprehensive help in dealing with a variety of everyday challenges.

Naujininkai differs from other districts in Vilnius, in so much that it has a significant concentration of social and economic issues, such as a higher number of people addicted to drugs and/or alcohol, one of the largest annual crimes rates and considerable social exclusion among both families and individuals. These problems often lead to a situation in which young people are at a greater risk of taking drugs or drinking alcohol at a very young age, dropping out of school and consequently becoming isolated from the wider society.

The Vilnius Social Club team has been working in the locality of Naujininkai since 2016 and has established contacts with more than 100 young people. At least 12 youngsters from Naujininkai streets are given the chance to join the Teenagers’ Club activities. The club works with the same group of young people for a year, meeting them three times a week for three hours each time. Being in a group with the same people, youngsters learn to communicate with each other, build relationships, solve conflicts, respect rules, and follow the agreements that have been reached within the programme. Additionally, young people learn from experience of working together on a range of activities, including the preparation of meals, organising trips and playing games. 

The Teenagers’ Club’s goals are:

  • To develop youngsters’ personal skills, such as self-sufficiency, communicating with others, working in a group and solving conflicts
  • To develop youngsters’ learning skills according to individual needs, such as taking responsibility for the learning process and identifying emotions related to the learning process
  • To stimulate positive change, ensuring case management, working with a school, family and other actors
  •  To provide a space for fruitful cooperation and respectful communication between youngsters with different cultural backgrounds.