From childhood dreams
to professional life

Become a school partner

Our Method

Through Star for Life, our coaches work in classrooms and nurses in mobile health clinics to give children and young people the tools to be able to take responsibility for their own lives, health and sexuality. At the centre are the children’s dreams, which they themselves formulate with the coach’s help. After that we identify the opportunities and obstacles that exist to realising these dreams. Our method is based on scientific method and proven experience and can be summarised in six points:

Changing behaviour requires positive incentives

It’s easier to change behaviours that threaten your health and future if you can see that there is something to be gained from making that change. The programme is therefore based on young people’s own positive dreams of a better life.

Change is based on both knowledge and feeling

Knowledge is necessary to understanding why you need to change dangerous behaviours, but it is not enough. You also need to feel joy and inspiration for change. That’s why we also use our own unique music to communicate the Star for Life message.

The dream of a better life requires self-respect and rights

It’s only if you feel that you have self-worth as a person that you have the power to demand your rights to a better future. Therefore, the first step of the program is to ensure that everyone feels that they are valuable in themselves and to others.

 

Your own dream in the context of society

The possibility of realizing a dream is hampered by societal factors that we must learn to deal with. Therefore, the program discusses questions about responsibility and rights in relation to sexuality, gender-based violence and the environment.

Every dream starts with your schoolwork

Whatever your dream is, the chances of realising it increase if you focus on your schoolwork and complete twelve years of schooling. Therefore, the program emphasises the importance of school, teaches study discipline and provides practical study tips.

Your own success depends on the success of others

Stronger self-esteem is only sustainable if it is combined with the ability to create trusting relationships with others. Therefore, the program emphasises the importance of empathy, solidarity and communication.

Become a school partner

Star for Life's strategy

The impact of Star for Life’s programme depends not only on its content but also on how it is presented to learners in the schools. Our implementation strategy is continuously evaluated and adjusted, and also depends on what resources we have to work with, but the following general points apply:

Confidence in the Star for Life coach

The program is delivered by a full-time coach with relevant university education. The young people develop a strong feeling of trust for the coach, which enables a trusting conversation about personal dreams and the different opportunities and concerns that the learners might encounter in their lives.

A cumulative process

The program is delivered by a full-time coach with relevant university education. The young people develop a strong feeling of trust for the coach, which enables a trusting conversation about personal dreams and the different opportunities and concerns that the learners might encounter in their lives. We can therefore expect the full effect of the programme by grade 12, the last school year. The learner then leaves school with the tools to become a ‘star for life ‘.

A resource for the school

Star for Life’s entire programme is coordinated with and reinforces the overall curriculum, making the programme a resource that helps schools meet the expectations of school authorities and achieve desired outcomes. Star for Life also builds competence and strengthens motivation among the teachers at the school.

Adaptable to various age groups

Star for Life works increasingly with the lower grades. Our work in primary schools uses a pedagogy that is adapted to the younger children. They learn through stories, play and music, and express themselves through art and theatre. An increasing number of children are getting the support of Star for Life throughout their schooling, grades 1-12.

Respect for culture and context

Star for Life’s programme differs from the traditional culture that characterizes the local communities. We can still work in schools because we focus on helping students understand and deal with conflicting values without causing conflicts of principle.

Long-term partnership

Stronger self-esteem is only sustainable if it is combined with the ability to create trusting relationships with others. Therefore, the program emphasises the importance of empathy, solidarity and communication.

Our star
– a powerful symbol

Our star – a powerful symbol
To remind learners and teachers of what Star for Life represent, we have created a symbol that is filled with meaning and empowerment. This symbol can be found on the materials and T-shirt we give each learner, and on the flag that flies at each Star for Life school. Each colour has a specific meaning and together they form a rhyme that learners learn together with five gestures.

I go for my dreams

It’s the dream of a better life, and the belief that it can be realized, that gives power to change negative attitudes and harmful behaviors. We help learners reformulate ambitious and exciting dreams into realistic routines and concrete goals around their schoolwork.

I am AIDS-free

This colour represents all our health promotion work, but above all our battle against HIV and AIDS. The purpose of the phrase “AIDS-free” is to combat the stigma surrounding the infection. Even those who have HIV can be healthy and free from AIDS by taking antiretroviral drugs.

I decide

We emphasize the rights of young people to make their own decisions about what is important in their lives and thereby resist expectations in relation to sex, alcohol and drugs and instead invest in school. In particular, we help the girls to feel their inherent power to resist traditional gender norms that hamper their dreams.

I am committed

We know that change is difficult, especially if you attempt a change that goes against prevailing norms and expectations. We teach various methods to maintain motivation even when the going gets tough, and to find strength again after failure.

I make it possible

Although the learners do not have complete power over their lives, their own choices, behaviours and priorities are important for how successful they will be in realising their dreams. The injustices of life and society are no excuse for not taking personal responsibility. We give learners the power to succeed despite adverse circumstances.

I listen to my conscience

When learners have formulated their dream and understood that they have the power to realise it, we encourage them to listen to the inner voice that guides them when making important choices. Should I agree to have sex without a condom? Should I study for the exam or make excuses when I get a bad result? Listen to your inner voice, and it will tell you the right choices to make.