Learnlife

“I would rather teach them wisdom and how to navigate choices than remove options and only give one.”

This conversation with a Learnlife parent touched on something we hear often from families: the realisation that children don’t all learn — or thrive — in the same way.

Her middle son now spends hours researching dinosaurs, extinct animals, budgeting, and building business ideas because learning finally feels meaningful to him.

Her youngest talks proudly about her own growth and development.

Her oldest is finishing a sci-fi novel, exploring publishing, and already working with real clients through an internship.

What stood out most wasn’t any one achievement.

It was the way Barbara described her children slowly becoming more themselves once they felt trusted to explore, make choices, fail safely, and shape their own pathways.

“Kids can only become wise if there are choices to make.”

🌞 Join us for a beautiful afternoon by the beach with our community!

This year's beachside mercadillo will be filled with music, good food, family activities, and wonderful people ✨

Come by to:
🛍️ Discover second-hand treasures
🎨 Enjoy activities for children
🎶 Listen to live music
🍔 Eat, drink, and relax by the beach
🤝 Connect with other local families and community members

Whether you come to browse, sell, catch up with friends, or simply enjoy the atmosphere, we’d love to see you there 💛

Bring your kids, your friends, and your summer energy 🌅

Find all the details here: https://hubs.la/Q04hx64h0

What if your Sunday plans included comedy, live music, good food, sunshine… and your kids actually had fun too? ☀️🎤

On June 7, Learnlife Eco Hub is turning into a mini summer festival with:
✨ stand-up comedy for adults
✨ kids comedy with the brilliant Emma Buckle
✨ live music
✨ food & drinks
✨ and a community evening designed to feel easy, joyful, and genuinely fun

We’re also incredibly excited to welcome Michelle Wolf as part of her It’s Great To Be Here tour.

📍 Learnlife Eco Hub, Castelldefels
🗓 Sunday, June 7
⏰ 17:00–19:00

Tickets + info: https://hubs.la/Q04h1hN20

In most schools, science is still something you copy down, memorise, and move on from.

At Learnlife, it looks different.

Learners experimenting, testing ideas, and asking questions that don’t have immediate answers.

Not to “cover content” but to figure something out.

When science becomes something kids experience, not just something they're told, it sticks.

Research shows that learners in hands-on, inquiry-based environments retain up to 75% of what they learn—compared to around 10–20% through passive instruction.

It’s not about making science more entertaining.

It’s about making it real enough that learners actually engage with it.

At Learnlife, we know that the right environment shapes how children learn—and who they become as learners.

Our hubs are designed to spark curiosity, nurture confidence, and empower young people to take an active role in their learning journey.

This idea sits at the heart of our latest article—drawing on the work of Danish Kurani, whose research explores how environments are intentionally designed to influence behaviour, interaction, and learning.

Read more about it in our latest blog post: https://hubs.la/Q04fNHvH0

What Children Need From a Learning Environment (and Why It Matters) How space, relationships and culture shape learning. Discover how environments influence curiosity, agency and confidence in children.

Over the past weeks, we’ve been running the first module of Empower, focused on social-emotional learning.

What’s been most striking isn’t just what’s been shared — but how participants are beginning to use it.

Across the sessions, parents, educators and facilitators have been working with practical tools to better understand emotional regulation, both in children and in themselves.

Things like recognising emotional states, creating space before reacting, and understanding what sits behind challenging behaviour.

And what’s come through clearly is this:

it’s not just learners who need support with emotional regulation — adults do too.

Participants have spoken about becoming more aware of their own emotional responses, and how that awareness is shaping the way they show up in everyday situations.

They’ve also highlighted how simple tools — like the mood meter — can make a real difference in helping both adults and children recognise and name what they’re feeling.

At the same time, the sessions have created space to share experiences, reflect together, and learn from different perspectives.

As one participant put it: “The breakout rooms allow us to share perspectives with other people and grow through those exchanges.”

It’s a reminder that supporting learning isn’t just about strategies.

It’s about awareness, reflection, and the environments we create around children, at home and beyond.



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🇪🇺 Empower – Building Lifelong Learning Skills is co-funded by the European Union, under the KA210-ADU Small-Scale Partnerships in Adult Education action.
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.

In Empower, the role of the facilitator looks a little different.

Out trainer Joan Urgell doesn’t position himself as someone with all the answers.

Instead, he guides each session by creating the conditions for educators and parents to reflect, test ideas, and learn from their own experience.

In each session, Joan works through practical tools with the group — then slows things down to ask where they’ve seen similar situations before, and how they might respond differently next time.

Through simple tools and open conversation, participants begin to see familiar situations differently — and respond in new ways.

It’s a shift from being told what to do, to discovering what works in your own context.
--- 🇪🇺 Empower – Building Lifelong Learning Skills is co-funded by the European Union, under the KA210-ADU Small-Scale Partnerships in Adult Education action. The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.