Why propose a “Petit Bridge” project to institutions today?

In this context, Petit Bridge is much more than a leisure activity. It can be presented as an educational tool that helps to develop:

The project should therefore not be presented solely as an introduction to bridge, but as a concrete contribution to the educational objectives of schools and local authorities.

Who should you approach?

Depending on the country and local context, several types of stakeholders may be relevant.

• Mayors and elected officials responsible for education or youth affairs;
• Municipal education departments;
• School leadership teams;
• Secondary school principals;
• Headteachers;
• Coordinators of extracurricular activities;
• Community centres and neighbourhood organisations;
• School partner associations.

• Ministries of Education;
• Ministries of Sport;
• Ministries of Youth;
• Regional education authorities;
• Public health or prevention agencies;
• Educational foundations.

What arguments should be highlighted?

One of the most common mistakes is to begin by explaining what bridge is.

Public decision-makers are primarily interested in their own objectives:

• improving the school climate;
• promoting educational achievement;
• strengthening inclusion;
• developing psychosocial skills;
• combating social isolation;
• providing high-quality educational activities;
• supporting young people’s mental health and well-being.

Bridge then becomes a potential response to these challenges.

Elected representatives and educational leaders are generally receptive to the following aspects:

• a structured intellectual activity;
• progressive learning;
• recognition of effort and perseverance;
• cooperation rather than confrontation;
• social diversity and inclusion;
• accessibility for students of all backgrounds and abilities;
• low material costs;
• the possibility of delivery during school hours or as an extracurricular activity.

Experience shows that decision-makers are often particularly receptive when it is explained that bridge:

How should a Petit Bridge project be presented?

Institutions are generally more willing to support a limited pilot project than an ambitious programme from the outset.

For example:

• a pilot class;
• an extracurricular club;
• a short introductory programme lasting several weeks;
• an intervention in a volunteer school.

An initial success is often worth more than a highly ambitious proposal.

Public authorities feel reassured when they understand that the federation or club:

• provides educational resources;
• trains instructors;
• supports teachers when required;
• organises project monitoring and follow-up;
• is able to measure outcomes.

Local authorities appreciate projects that generate positive visibility.

It can be useful to include:

• a closing event;
• a certificate presentation ceremony;
• an activity linked to a local event;
• joint communications with the local authority or school.

Practical advice from field experience

During initial meetings, it is often more effective to ask questions than to present a project immediately.

For example:

This approach makes it possible to tailor the presentation of Petit Bridge to the institution’s actual needs.

Technical bridge terminology or federation-specific language can quickly create distance.

It is preferable to speak about:

• attention and concentration;
• cooperation;
• reasoning skills;
• social competencies;
• educational achievement.

Institutions are investing in an educational project before they become interested in the activity itself.

Public decision-makers appreciate realistic projects.

It is preferable to present:

• a limited pilot project;
• measurable objectives;
• a gradual scaling-up strategy.

The success of a project often depends on a committed individual within the institution:

• a school headteacher;
• an inspector;
• a teacher;
• an elected representative;
• a youth services manager.

This individual can then become the project’s strongest advocate.

Aligning with international priorities

The development of Petit Bridge can be linked to the major priorities promoted by international organisations today.

UNESCO’s work on mental health and well-being in schools highlights the importance of:

• safe and inclusive learning environments;
• the development of psychosocial skills;
• cooperation between educational stakeholders;
• practices that promote student well-being;
• initiatives that contribute to the quality of learning.

Useful resources to support your approach

To facilitate discussions with institutions, it is advisable to prepare simple, ready-to-use documents:

These materials reassure decision-makers and help move quickly from an initial contact to a practical pilot project.

Leveraging the Global AEFE Network

NBOs can also benefit from the international partnership established between the Agency for French Education Abroad (AEFE) and the French Bridge Federation (FFB), which supports a network of several hundred French schools in more than 130 countries.

This partnership (available for download via the link below) offers a unique opportunity to develop Petit Bridge from the age of six among students attending French schools and AEFE-accredited institutions. NBOs are encouraged to contact school leadership teams in order to offer:

• Petit Bridge introductory workshops;
• extracurricular and after-school activities;
• one-off interventions as part of educational projects;
• inter-school events;
• bridge promotion activities aimed at young people.

Schools within the AEFE network are generally receptive to projects that promote psychosocial skills, cooperation, cultural openness and the development of students’ cognitive abilities. Petit Bridge aligns perfectly with these objectives and benefits from the credibility provided by the international partnership already established with AEFE.

This approach can provide a particularly effective gateway for developing school bridge programmes in many countries by relying on a structured, recognised educational network that is already aware of the educational benefits of Petit Bridge.

UNESCO World Mental Health Day – 10 October

For the WBF and NBOs, this can represent a highly valuable recurring institutional opportunity to: