Navigating Challenges to Build Positive Affirmations in a Multisensory Space

Reece Tunkkari, Riikka Vilpponen, Nadja Häkkinen ja Elina Goleva

In the SMILE project, we set out with a clear goal: to create a safe, positive space where students could anonymously share and read positive affirmations, fostering self-esteem and community in the process. We envisioned a multisensory tent—an immersive environment filled with calming lights, textures, and sounds that would encourage students to slow down and reflect. Yet, as with many social projects, reality didn’t unfold quite as we had planned. But through our improvisation and adaptation, we learned valuable lessons about resilience, connection, and the social challenges we face in today’s diverse school environments.

The Initial Plan: Creating a Positive Space

SMILE aims to foster integration and support for immigrant families in Vantaa by strengthening ties between communities, schools, and services. This project is part of a larger effort to create dialogue and collaboration to support the well-being and inclusion of those coming from outside the EU. Our role in this initiative focused on building connections within the school by promoting self-esteem and positivity among students. The multisensory tent was designed to be a physical space where students could reflect, write anonymous affirmations, and connect with others in a calm, supportive environment.

However, despite our best efforts, we encountered challenges from the start. One of the most significant setbacks was the discovery that the tent we planned to use had structural issues and could not be used due to safety concerns. This was a major disappointment—especially because we had imagined the tent as the heart of the project, where students could fully immerse themselves in the multisensory experience. Yet, this obstacle became a lesson in flexibility and creative problem-solving.

Improvising with the Multisensory Corner

With the tent unusable, we had to act quickly. Instead of abandoning the project, we adapted by creating a “multisensory corner” inside the school. While not as immersive as the tent, this corner became a sanctuary of sorts, with soft lighting, calming sounds, and tactile objects that encouraged students to relax and reflect. Although the space was smaller and less enclosed than we initially envisioned, it still provided a peaceful environment for students to engage with the project.

The need to improvise in this way highlighted an important social reality we had not initially anticipated: the ability to create positive, inclusive spaces is not always dependent on having perfect conditions or resources. Sometimes, the heart of the project—the intention to foster connection and promote wellbeing— is enough to create a meaningful impact, even when the material conditions fall short of our expectations.

Challenges in Engaging Families

Another key aspect of the SMILE project is to strengthen the relationship between families, communities, and schools, particularly for immigrant families in Vantaa. One of our goals was to involve the families of the students more closely in the project, fostering a sense of community support beyond the classroom. However, due to time constraints and logistical challenges, we were unable to establish a meaningful connection with the families during this initial phase of the project.

This was a missed opportunity, as involving families could have deepened the impact of the project. Parental involvement is crucial in fostering self-esteem and creating a support system for students, particularly those navigating the challenges of integration. Without that family connection, we realized the project was only addressing part of the broader social challenge. In future iterations of the project, we hope to engage families more directly, perhaps through workshops, community events, or joint reflection sessions.

Reflections on the Social Phenomenon: Self-Esteem and Integration

One social phenomenon that became increasingly apparent during the project was the critical role of self-esteem in the integration process. Many of the students we worked with come from diverse cultural backgrounds, and some have faced challenges related to migration, language barriers, and fitting in socially. These experiences can often erode self-confidence, making it even more important to create school environments that actively promote self-esteem and emotional well-being.

The anonymous affirmations written by the students were incredibly powerful. They served not only as a form of selfexpression but also as a reminder that words—whether shared or kept private—can shape the way we view ourselves and others. Through this simple exercise, we saw how affirming words could begin to shift the emotional landscape of a school, promoting kindness, empathy, and a greater sense of community.

However, the project also made us more aware of the limitations of school-based interventions when they are not fully integrated with the community and family support structures. To truly influence this social phenomenon, projects like SMILE need to bridge the gap between home and school, creating a more holistic approach to building self-esteem and supporting integration.

Looking Forward: Building on What We Learned

Despite the challenges we faced, the SMILE project made a tangible impact on the students who participated. We learned that even when things don’t go as planned, the essence of the project—creating a safe space for positivity—can still shine through. Our multisensory corner, though a temporary solution, provided students with a much-needed opportunity to reflect, write, and feel supported by their peers.

Moving forward, we hope to expand this project by involving families more deeply and by improving our communication with the wider school community. Strengthening these connections will be key to addressing the broader social challenges of integration and self-esteem, especially for students from immigrant families.

At its heart, the SMILE project is about building connections— between students, between families and schools, and between communities. By continuing to adapt and learn, we hope to foster an environment where everyone feels seen, valued, and supported on their journey of growth and integration. Through the small yet powerful act of sharing affirmations, we can continue to build a culture of kindness and belonging in our schools and beyond.

Suurin osa Showcasen blogeista on toteutettu osana Laurean opintojaksoja. Koko koulutustarjontaamme voi tutustua nettisivuillamme. Tarjoamme kymmenien tutkintoon johtavien koulutuksien lisäksi myös paljon täydennys- ja erikoistumiskoulutuksia sekä yksittäisiä opintojaksoja avoimen AMK:n kautta!