The company YoungLink s.r.o. successfully implemented a project within the Internationalization Program – 2nd Call, focused on preparing expansion to the U.S. market. The project was supported by funds from the National Recovery Plan through the CzechInvest Agency. The aim of the project was to prepare the technological, legal, and business foundation for the entry of the YoungLink app into the United States—primarily completing language localization, establishing a U.S. entity, preparing pilot testing, and strengthening the team’s international competencies.
Main Project Outputs
Establishment of the U.S. Branch YoungLink Inc. (Delaware) The project successfully established the subsidiary YoungLink Inc., which will oversee business and partnership activities in the U.S. Activities included legal consulting, registration with relevant authorities, and preparation of documentation for American partners.
Complete Language and Cultural Localization into English and Spanish The app was technically and content-wise adapted to the American school environment, including UI/UX adjustments, attribute filtering, and functionality for working with larger student groups.
Preparation for Pilot Testing in the U.S. All prerequisites for launching pilot operations in American schools in 2026 were completed—legal preparation, localization, and communication with teachers and school counselors.
Media and Business Readiness The English and Spanish versions of the website were modernized, and a communication strategy and visual materials for the U.S. market were created.
Participation in an International Accelerator YoungLink was selected for the prestigious Scalab – Way to NA program, focused on European startups entering the North American market. Participation has been postponed to early 2026 to align with pilot testing.
Intellectual Property Protection An application for trademark registration of “YoungLink” in the U.S. was submitted.
The “YoungLink USA Acceleration” project laid a strong foundation for entry into the U.S. market. The company enters 2026 ready to launch pilot testing in the U.S., continue developing AI modules, and expand activities internationally.
The project was co-financed by the National Recovery Plan through CzechInvest.
Registration Number: 2426000012 | Project Title: YoungLink USA Acceleration
The beginning of the school year is a time of new beginnings, expectations, and challenges for both teachers and students. It is during these first few weeks that the foundations are laid for what the everyday atmosphere in the classroom will look like, what relationships will develop between students, and whether an environment that promotes cooperation, trust, and safety will be created. A healthy classroom climate cannot be taken for granted. It is the result of the purposeful and thoughtful work of the classroom teacher, who actively shapes the conditions for learning, personal development, and the prevention of risky behavior.
The school climate affects not only educational outcomes, but also children’s mental well-being, motivation, and enthusiasm for school. In a well-established classroom environment, children feel safe, are respected as individuals, and can communicate openly. The classroom teacher plays a key role in this process. They are a bridge between children, parents, and colleagues, a motivator and a role model. From the beginning of the school year, they can purposefully build a positive classroom culture that minimizes conflict and promotes healthy interpersonal relationships.
In this article, we will look at the specific steps and principles that lead to building a healthy classroom climate. We will show why it is important to focus on a safe environment, open communication, the development of social skills, and conflict prevention, and how teachers can meaningfully develop these areas from the very first day in the classroom.
A safe and supportive environment as a foundation
For effective teaching and prevention of problem behavior, it is essential that children feel safe in the classroom, not only physically but above all mentally. A safe environment does not arise by itself. It is the result of long-term, systematic work by teachers who create a culture of mutual respect, open communication, and trust. Such an environment reduces stress and tension among students, allowing for better concentration on learning and healthier relationships within the group.
The way the teacher communicates plays a crucial role. Instead of an authoritarian approach, which reinforces power inequalities, it is more appropriate to use a partnership-based approach with an emphasis on praise, support, and positive reinforcement. Teachers should not only be the bearers of rules, but also role models in how to handle difficult situations with calmness, empathy, and consistency. Children who know that their opinions matter and that mistakes are not punishments but opportunities to learn develop trust not only in their teachers but also in themselves and their classmates.
Creating rules together
One specific step towards creating a healthy school environment is to involve students in setting rules. When children themselves formulate what is important to them and how they want the class to function, they perceive the rules as meaningful rather than imposed from above. This approach increases their willingness to follow them and at the same time strengthens their sense of shared responsibility for the classroom community. The rules should be understandable, specific, and positively worded, for example, “we listen to each other” instead of “we don’t shout.” It is a good idea to visualize them and refer back to them regularly, not only when they are broken, but also as part of the normal day.
Getting to know each other as a path to trust
Mutual trust between students does not arise automatically. Teachers should consciously create opportunities for children to get to know each other not only by name, but also as individuals. Activities focused on sharing interests, experiences, and feelings help individuals become a cohesive group. The better students know each other, the easier it is for them to accept, cooperate, and support each other.
Developing social skills
A good classroom environment is closely linked to how well children manage their emotions, resolve conflicts, and cooperate with others. Therefore, the development of social and emotional skills (SEL) should not be a one-off topic, but a systematic part of teaching. Especially today, when children face stress, social pressures, and the influences of the online environment, targeted support in soft skills is even more important.
Activities focused on trust, mutual cooperation, or stress management can be easily incorporated into the daily routine. For example, group tasks with assigned roles, reflection after more demanding lessons, or techniques focused on regulating emotions. Teachers do not need to be therapists – it is enough for them to consciously include activities that promote safe relationships and give students space to express themselves. The result is an environment where children not only learn better, but also get along better with others.
The role of the teacher as a role model and motivator
The classroom teacher is not only the organizer of teaching, but also a key role model. Their approach, communication style, conflict resolution methods, and feedback shape the culture of the classroom. Children perceive not only what the teacher says, but also how they behave. Their authenticity, empathy, and respect for students can significantly contribute to the classroom functioning as a safe and inspiring environment.
Early prevention and conflict resolution
Conflicts between students are inevitable in any classroom. The difference lies in how they are handled. A good classroom teacher can recognize the first signs of tension and respond before the situation escalates into an open problem. They can use preventive techniques such as community circles, class meetings, or individual conversations. If necessary, they work with parents, the school psychologist, or the prevention specialist. Open and cooperative communication is the key to effective resolution.
Climate diagnosis as a tool for change
In order to develop the classroom climate in a targeted manner, it is necessary to regularly reflect on and evaluate it. The class teacher can work with simple questionnaires, anonymous forms, or guided interviews. Digital tools, such as the YoungLink platform, allow you to safely and anonymously collect feedback from students, analyze relationships in the class, and identify hidden problems in a timely manner. This gives the teacher the opportunity to respond quickly and effectively.
A healthy classroom climate does not create itself. It is the result of the daily work of the classroom teacher, who consciously builds trust, respect, and cohesion. If the teacher is systematic, empathetic, and willing to reflect on their practices in this effort, they can create an environment where children feel comfortable and where they can learn, grow, and develop to their full potential.
In Olomouc, we have launched cooperation between the city, the Ministry of Industry and Trade, and CzechInvest as part of the PilotInnCities project. The aim of the project is to test new technologies and innovative solutions directly in a real urban environment, which opens up unique opportunities for schools.
One area where PilotInnCities can bring concrete benefits to schools is in monitoring and improving the school climate and cooperation in classrooms. Thanks to the YoungLink platform, schools can gain an overview of relationships between students, identify tensions or isolated children, and respond in a targeted manner to emerging problems. The project is piloting tools that link data from city initiatives and school practices—from safety to more effective planning of group activities.
Another benefit is the promotion of digital and civic literacy. YoungLink allows students and teachers to safely share feedback, participate in decision-making, and collaborate on school projects. In combination with municipal pilot projects, schools can actively contribute to creating a safer and more modern public space, teach children real-world skills, and show them how innovation can positively impact the community.
The PilotInnCities project also supports rapid testing of new approaches and their subsequent evaluation. This means that schools can try out new classroom methods without risk, verify their effectiveness, and, if appropriate, transfer them to other classes or schools. In practice, this can mean better cooperation between teachers and students, a healthier classroom environment, and faster identification of problems before they escalate.
Another kick-off meeting took place on August 18 in Prague (Prague 10 and 12). Cooperation between cities, government, and schools opens up a unique space for innovation that has a direct impact on the daily life of schools and classrooms.
YoungLink thus shows that the combination of modern technology and data analysis is not just theory, but a concrete tool that supports a safe, open, and healthy school environment. Schools that participate in the projects gain not only data and tools, but also inspiration on how to work effectively with students and their relationships.
When they come to school with a problem, it is crucial to handle the conversation with parents in such a way as to build trust and create space for effective cooperation. Proper communication helps to ease tension, enables mutual understanding, and leads to concrete steps that will help both the child and the school.
At the beginning of the meeting, it is appropriate to welcome the parents with respect and thank them for deciding to address the situation in person. Clearly set the framework for the meeting, such as the topics you will discuss and the time limit for the meeting. Active listening is essential. Give parents space to express their concerns and opinions without immediately judging or dismissing their views. Reassure parents that you take their concerns seriously, even if you don’t have an immediate solution. This helps build trust and openness.
Active listening and respect
One of the key moments in successful communication with parents is the ability to truly listen. It is not just about words, but about understanding the emotions behind them. Parents often come to school stressed, worried about their child, and in such situations it is important that they feel that their voice carries weight.
During the conversation, avoid interrupting, jumping in, or rushing to offer solutions. Instead, give parents enough space to fully express their point of view. Paraphrase their statements—for example, by saying, “I understand that you are concerned about how your son feels in class,” you show not only understanding but also interest in the deeper context of the situation.
Active listening has a powerful effect: it reduces tension, builds trust, and paves the way for constructive cooperation. At the same time, it helps build an equal relationship between the school and the family, which is essential when dealing with more complex issues such as bullying, declining grades, or a child’s emotional difficulties. For the school counseling team and the classroom teacher, listening is not a passive activity, but an active tool for establishing partnerships and finding common solutions.
How to deal with specific problems sensitively
Some topics require particular sensitivity. For example, when it comes to bullying or cyberbullying, it is important to name what has happened without blaming anyone. The parents of victims need to hear that the school takes the situation seriously and is offering specific steps to address it. Conversely, the parents of the child who is the aggressor need support in understanding the situation and finding a way to remedy it, not shame or condemnation.
When it comes to problems with school performance, it is crucial to find out what the real cause is. It could be stress, overload, emotional difficulties, or perhaps a lack of motivation. Instead of evaluating the child, it is good to ask questions: What does the child enjoy? When did they do better? What is the home environment like for learning? In both areas, if the school offers cooperation, a specific plan, and the support of a specialist (e.g., a school psychologist), parents are more likely to get actively involved.
Clearly, specifically, realistically
Every conversation with parents should end not only with an understanding of the situation, but also with specific steps that will lead to improvement. In order to effectively help the child, it is crucial to clearly state what the school will do in the coming days and weeks, what the parents will do, and what expectations are set for the child. This is the only way to avoid misunderstandings, frustration, and the feeling that the situation will “somehow resolve itself.”
Instead of general promises such as “we will try to improve communication” or “we will do something about it,” it is advisable to formulate specific and measurable agreements. For example: “The class teacher will send a short summary of the child’s behavior in class every Friday,” “The parent will discuss with the child once a week what went well at school and what did not,” or “The child will begin attending regular consultations with the prevention specialist.” Clear and realistic steps reduce uncertainty, give everyone involved a sense of control, and strengthen confidence that cooperation makes sense.
Let’s not forget the time frame and agreement on when the next joint meeting or feedback will take place. This approach shows parents that the school is acting professionally, in a planned manner, and at the same time respects their role as partners in solving their child’s problems. Although the situation may not change overnight, it is precisely systematic dialogue with parents and joint action that lead to long-term change.
If other experts are present at the meeting (e.g., school psychologist, special education teacher, or school counseling staff), it is a good idea to divide responsibilities and agree on who will keep parents informed or coordinate further steps. A unified and clear plan is one of the most powerful tools a school has in difficult situations.
The role of a unified school approach and external support
A unified approach across the school is key to credibility. If the teacher, educational counselor, and psychologist express the same approach and share common information (within the limits of the law), parents perceive the school as a stable and professional environment.
A successful conversation with parents does not start with the problem, but with the relationship. If we manage to build respect and trust, parents perceive the school as an ally. And that is exactly what the child needs—to know that adults are on the same page and that someone understands and takes their difficulties seriously. When we speak openly, listen, and seek solutions together, we create a space where the child can feel safe and grow despite obstacles.st i přes překážky.
