The Icehearts Europe project, co-funded by the EU's EU4H-2022 program, addresses declining mental and physical well-being of disadvantaged youth through a 12-year mentorship program incorporating sport, social work, and educational support. Originating in Finland, the Icehearts model aims to build resilience in at-risk children, tackling issues like mental health disorders (affecting 20-25% of young people), school dropouts, and low physical activity levels (with 80% of adolescents not meeting recommended guidelines). Expanding the Finnish model to five European countries: Denmark, Estonia, Spain, Italy, and Slovenia, and partnering with 14 other organizations. This paper outlines the project's objectives, methods, and initial findings, focusing on model adaptation, integrating sport and mentorship into schools, and measuring the program's impact. Icehearts Europe uses a mixed-methods, longitudinal approach. Children are selected based on vulnerability indicators (e.g., economic hardship, absenteeism) and recommendations from educators and social workers. Each child receives a dedicated mentor providing support across school, after-school activities, and home life, collaborating with educators and social workers for personalized interventions. Data collection includes surveys and questionnaires from students, parents, and educators; interviews and focus groups with mentors, educators, and families; and observational data like attendance records and sports participation. A comparative analysis across the five pilot countries permits the study of varying educational and cultural contexts. Preliminary data suggests promising outcomes, including improved emotional resilience, increased school attendance, and greater physical activity engagement. The importance of structured, long-term interventions that build trust between mentors, children, and institutions is highlighted. Cross-country comparisons reveal challenges related to cultural adaptation, policy alignment, and stakeholder engagement. It demonstrates the potential of reimagining physical education and sport pedagogy to promote social justice, equity, and inclusion. By integrating team sports with social work and educational assistance, it offers an innovative approach to fostering resilience and well-being among at-risk youth. Adapting the Finnish model to diverse European systems provides valuable insights into policy alignment and cultural adaptation. Initial results show positive trends in school engagement, well-being, and physical activity. The project underscores the importance of cultural adaptability, showcasing the transferability of the Finnish initiative. However, challenges remain regarding policy integration, resource allocation, and stakeholder engagement due to varying national education and social structures. Future research will explore the long-term sustainability of these interventions. This paper contributes to the research on sport-based education programs, emphasizing their role in mental health and social inclusion, and advocating for policy frameworks supporting sustained mentorship programs across Europe.

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