The author will present an educational, upbringing and social program for young people at risk of social maladjustment, implemented in 2020-2021, titled "COOLektura".Twenty-three 7th grade students from Primary School No. 141 in Warsaw took part in the program.They were observed to have symptoms of risk of social maladjustment resulting from numerous school failures, growing up in a family/peer environment stimulating the use of violence, fearfulness, aggressiveness, risky behavior, as well as lack of motivation to put in effort, low self-esteem, vulgarity, school laziness, and breaking internal regulations, school orders and regulations, lack of sense of responsibility for one's actions, inability to overcome difficult situations, conflicts with teachers or peers, attention disorders.The main goals of the program were: consolidating the reading in an attractive form (poem, epigram, etc.) immortalized in the form of a short film, improving the skills of cooperation and sense of co-responsibility and overcoming one's own limitations, developing the habit of systematicity and planning activities, and the specific goals: learning the ability to write a film script; using students' hidden talents and potentials; discovering and strengthening students' strengths; developing a sense of agency and independence; learning through play.The program was low-budget and was implemented in cooperation with the Academy of Change Advocates and the Local Activity Center.

The program was based mainly on the project method, as well as drama, personal influence and mentoring.As part of the program, students also took part in classes in art therapy, acting, and the basics of editing and directing. As a final result, modernized interpretations of 4 selected fairy tales by Ignacy Krasicki were prepared (mandatory reading). The fairy tales of the 18th-century poet became the starting point for uncensored observations about 21st-century society and the problems and threats faced by teenagers. Currently, films constitute material for analysis not only for Polish language classes, but also for homeroom hours. Thanks to this program, students showed what they learn and experience both at school and outside the school through learning while making a film.The students paid special attention to changing their attitude and behavior, they became more open to each other, committed and willing to cooperate. And they had fun doing it too.

The students themselves pointed out in their statements that thanks to the program they not only learned the practical use of technology and acquired knowledge of the Polish language, but above all, they did a lot of individual and group work on dealing with their own emotions, recognizing them, strengthened their sense of agency and co-responsibility for the final result. They opened up to new experiences, overcame their own limitations, improved their communication skills, and their motivation to work in the classroom and submit creative ideas increased. The formula of the classes fulfilled teenagers' natural need to express themselves and helped them break out of negative student roles. Teenagers could express what they witness and what they encounter on a daily basis. It is worth adding that this program can also be implemented in a modified form, which does not require so much time. It is then based on the method of theater improvisation, in which student-actors play without a script, creatively using everyday space. The formula of theater improvisation is favorable because it happens here and now, so it allows you to work on current problems, and its main assumptions are attentiveness to others and absolute, creative approval of their actions. It removes the burden of perfection and faultlessness, thanks to which it quickly builds a safe space for an authentic process of creative resocialization.

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