Analyzing our work in the field of tertiary prevention over the years, we have consistently identified the same factors contributing to an increased risk of vulnerability, social exclusion and offending behavior. In our work with ex-prisoners we established a history of antisocial behavior in adolescence and childhood. When we worked more actively with children and young people with such behavior, among the most common factors were early school leaving and lack of prospects for realization, as well as social skills deficits. Focusing on these factors, we realized that at their roots are problems with social adaptation and emotional intelligence, accumulated from an early age.

For this reason, in recent years we have been actively working in schools and kindergartens, adding to the traditional educational process activities for social and emotional learning, psychological support and motivation, parental involvement and improving the institutional environment.