The “That’s clear!” project focuses on inclusive and accessible communication in youth work.
Its goal is to break down barriers and give young people better access to information and programs. It specifically targets young people with immigrant backgrounds, learning difficulties, or social disadvantages.

The project combines inclusion, digital tools, and modern educational approaches. It is not only about simplifying language but also about social participation and equal opportunity. Young people are actively involved in the development of materials and help shape the content.

This creates a participatory approach that is practical and needs-oriented.

Inclusion means that all people can participate on an equal basis, regardless of their background, abilities, or level of education. This is particularly important in youth work, as many young people with different backgrounds come together. Diversity describes the variety within a group and highlights the need to take different perspectives into account. The project demonstrates that traditional forms of communication are often not sufficiently inclusive. Access is intended to be facilitated through simple language, visual aids, and participatory methods. Young people should feel taken seriously and be able to actively participate. Inclusive communication thus becomes a central tool for social justice and democratic participation.

Watch (3 min)

After watching, think about a recent communication in your organisation that didn’t land as expected. What was the barrier?

The project’s workshops combine theoretical content with practical exercises and reflection. They are clearly structured and include input phases, group work, discussions, and interactive activities. This mix is designed to foster sustainable learning processes. Participants not only gain knowledge about communication but can also directly apply and reflect on the content. The connection to the practice of youth work is particularly important here. The workshops are based on real-life case studies from partner organizations, thereby promoting the transfer of knowledge into everyday life. Regular reflection sessions support personal engagement with one’s own communication behaviour. This creates a learning-friendly and participatory setting.

Interactive exercise

Communication is far more than the mere exchange of information. It is a social process through which relationships are formed and meanings are conveyed. People communicate constantly—consciously or unconsciously—through language, behaviour, and symbols. Communication influences how people perceive and understand one another. Especially in inclusive groups, it is important to consciously shape communication processes. Misunderstandings or unclear messages can quickly lead to exclusion. The project therefore conveys an expanded understanding of communication that takes into account linguistic as well as emotional and social aspects. Good communication builds trust, promotes cooperation, and enables social participation.

Before / After comparison

The workshop distinguishes between four central forms of communication: verbal, nonverbal, paraverbal, and visual. Verbal communication encompasses spoken or written language. Nonverbal communication includes body language, facial expressions, and gestures. Paraverbal communication describes aspects such as volume, intonation, or speaking pace. Visual communication works with images, symbols, or colours. These levels usually operate simultaneously and collectively influence how messages are understood. Especially in inclusive groups, the combination of different forms of communication plays an important role. People with language barriers benefit particularly from visual or nonverbal elements. This makes communication more accessible and understandable.

Short explainer (2 min)

The sender-receiver model by Shannon and Weaver describes communication as a transmission process between two people. One person sends a message via a specific channel to a recipient. Interference can occur during this process, affecting comprehension. In the model, feedback plays an important role, as it indicates whether the message was understood. The project uses this model to highlight communication issues. Differing perceptions, cultural backgrounds, or unclear phrasing can lead to misunderstandings. The model helps analyse communication more consciously and better identify barriers. This allows communication processes to be improved in a targeted manner.

In the exercise below, try rewriting common jargon phrases in plain language.

Jargon buster — try it!

Communication barriers arise when messages are not properly understood or interpreted. Causes can include linguistic differences, prior knowledge, or emotional factors. Misunderstandings occur frequently, especially in heterogeneous groups. The project shows that noise, a lack of feedback, or differing cultural experiences can also complicate communication processes. People often interpret information differently, depending on their experiences and expectations. Therefore, it is not enough to simply provide information—it must also be conveyed in a way that is understandable. Inclusive communication aims to reduce these barriers and create greater clarity. This improves collaboration and promotes participation.

Illustration

Reflection is a central component of the learning process in the workshop. Participants actively engage with their own communication behaviors and reflect on their experiences. Through questions and discussions, personal insights are brought to light. Digital tools such as Mentimeter promote participation and interaction. Reflection supports self-directed learning because it allows participants to recognize their strengths and challenges. At the same time, new perspectives on communication and inclusion emerge. The project demonstrates that learning is particularly sustainable when theory, experience, and personal reflection are combined. As a result, participants develop more conscious and empathetic communication behaviours.

Nonverbal communication plays a particularly important role in inclusive groups. Many people face language barriers, for example due to migration, learning difficulties, or insecurity. Body language, facial expressions, and gestures can therefore serve as important bridges between people. The project demonstrates that nonverbal signals are often understood more quickly than complex language. At the same time, they convey emotions and relationships. Exercises such as pantomime or acting out emotions foster awareness of this form of communication. Participants learn to pay closer attention to nonverbal signals and to better assess their own impact. This fosters greater understanding, empathy, and mutual support within the group.

Before moving on, take a moment to reflect on your own communication practices. This short self-assessment is not graded — it is designed to help you identify your starting point.

The practical exercises in the workshop pursue several learning objectives simultaneously. Participants are encouraged to become more aware of their own communication and to better understand the perspectives of others. At the same time, empathy, cooperation, and teamwork are strengthened. Creative methods such as drawing, role-playing, or pantomime open up new approaches to communication. Particularly important is the realisation that communication is possible even without complex language. The exercises promote active learning and provide a direct connection to the practice of youth work. Reflection questions help participants evaluate their experiences and apply their insights to their own daily work. This creates a sustainable learning process with high practical relevance.

Key takeaways

• Communication is a two-way process — it is not just about sending a message
• Plain language benefits all audiences, not just those with literacy challenges
• Knowing your audience is the first step to communicating effectively
• Institutional jargon can signal exclusion without you realising it

Evaluate yourself

→ Continue to Module 2: Diagnosing communication barriers in youth facilities

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