The ICARO project aims to plan and develop specific innovative actions to prevent and reduce violence in schools among children between 11 and 16 years, through the conduct of research, training, counseling and support actions for teachers, students and families through the use of pedagogical approaches based on non-formal education methodologies, holistic approaches such as Gestalt therapy applied to children and art therapy. The objectives of the project are: - To assess the professional needs of teachers with regard to working with young people with difficult behaviors (such as violence, episodes of intimidation and other forms of youth violence), both in the role of perpetrators and victims. ; - Create a new specific curriculum for teachers, educators, social workers and youth with the aim of allowing them to develop specific skills to improve their skills in the management of violent and difficult behavior of students. - Create a Manual with new tools and approaches. based on non-formal education methodologies, holistic approaches such as Gestalt therapy applied to children and art therapy to combat violence in schools and in the family context; - Acquire the necessary skills and abilities for teachers who carry out complementary activities in schools for the application of methods and approaches to work with students with violent and difficult behavior in class. The target groups are students with violent and difficult behaviors between the ages of 11 and 16, their families and their teachers or teachers. 120 students, 30 families and 200 teachers from the following countries have been directly involved: Spain, Italy, Slovenia and Poland. Currently, teachers face many difficulties in developing their daily work. The bureaucracy to implement and adapt new curricula and new educational reforms, lack of time and interest in training, lack of support and confidence of students' families, lack of knowledge, skills and competencies to deal with students with special needs and violent behaviors, the dysfunctionality of some families as well as the lack of knowledge of the stages of development of the human being, are some of the vicissitudes that tarnish the work of prevention of youth violence in the classroom. Students who have violent and difficult behaviors generally come from families that face difficulties of various kinds, such as: addiction problems, violent behaviors, cultural difficulties, lack of control and limits within the family and / or lack of time and interest between Parents to pay attention to their children. This project was originally born in Spain at the local level when the Regional Education Authorities asked Euroacción to organize a series of workshops in several secondary schools in Murcia to prevent juvenile delinquency, bullying and other types of disruptive behavior among students. As a result of this initiative and mainly due to its success, we agreed with partners from other countries to try it at the transnational level. The innovative aspects are based on several arguments: first, we all share the same challenges and needs on the prevention of youth violence and it is very enriching to establish synergies between us to improve and develop a joint strategy, which includes non-formal learning methodologies , approaches inspired by Emotional Education, child Gestalt therapy, art therapy and therefore to effectively treat and prevent youth violence in school. The second aspect of an innovative nature of this project is based on the use of these same new methods from these humanistic approaches because they are not used or known by the communities of teachers and professionals in the formal educational field in general. A third element that talks about the innovative dimension of ICARO is the fact that families are taken into consideration when working with young people, since they are a fundamental pillar in their educational process. All efforts to prevent violence in schools would be useless if violence is still a problem at home and is part of the students' lives. Another element that brings innovation to the project is the lack of experiences or practical improvements in partner countries where there are no real and effective examples of projects that combine formal and non-formal education methodologies. Last but not least, we would like to point out that all the partners in our consortium share the same concerns, interests and feel that we have the same challenge in our countries when it comes to youth violence.

"The PLURIS ACTORS project stems from the three partners' motivation to respond to the need to improve and update their methodologies and educational approaches in order to facilitate intercultural and inclusive processes, especially in multicultural and multi-lingual classes.In addition, the project responds to the Institutes' need acquire experiences in the management of European projects, in order to develop the European dimension of local educational processes. In relation to the priority ""Promoting a Comprehensive approach to language teaching and learning"", the project sets out the following specific objectives:For teachers, educators and staff members, improving:-the use of inclusive and cooperative approaches in multi-lingual classes- intercultural competences - management skills of European projects and especially in relation to the management of a project under the Erasmus + programme- the ability to network at local and international level- educational quality standards, activating inclusive and intercultural paths- Make International mobility pathways complementary to curricular pathways- Standardize procedures and tools for managing international mobility projects, through the use of digital applications, which can simplify administrative and organisational work-To increase and improve the collaboration with the Consortium's partners and also with external institutions and organisatons, to develop effective, sustainable and repeatable local and international proposals.For students, improving:-their intercultural, collaborative and socio-relational, digital and communicative competences, their sense of citizenship, equity and equal human dignity.-the critical spirit and autonomy through international exchange pathwaysThe expected results are as follows:-improvement of students, teachers and staff competences so that the Institutes are inclusive and able to create intercultural learning environments-improvement of methods and tools to foster inclusion in plurilingual and multicultural classes-sharing common methods and guidelines in the management of inclusive and collaborative processes-improvement of management of European projects linked to school curricula-broadening of networks and partnerships in favour of sharing methods, methodologies and experiences.In the project will be involved: 162 students and 18 accompanying teachers in short-term exchanges; 15 teachers for the international training; 3 Project Coordination Teams composed of at least 5 persons each; The whole school community will be directly or indirectly involved in the implementation of the project especially in local actions.The Project includes the following activities:-Action Research on inclusive methods and methodologies in multicultural contexts and multilingual classes-Elaboration of protocols and guidelines for inclusive learning in multicultural contexts and multilingual classes-Design and testing of educational tools related to project themes-1 Training for teachers-3 short-term exchanges for students in each project partner countryThe operative methodologies are related to the non-formal education, experiential learning and Gestalt theory's principles. Each activity includes active and participative methodologies. The use of new technologies and distance learning is envisaged above all as complementary to international actions.This initiative will allow all the Institutions involved to develop methodologies and educational approaches useful to make their contexts more inclusive and participatory, going to enhance the cultural and linguistic diversity especially in the multilingual classes.The tools and methods created, used and tested throughout the project will be useful assets not only for the staff of the partner Institutes but for any Institute or training centre that wants to benefit from it. The project will also enahnce the capacities of the partner Institutes to manage European projects, integrating a European dimension into their local curricular pathwaysThese skills and tools will not only make the Institutions more inclusive and attentive to the European and intercultural dimension of learning, but will foster the well-being and personal growth of students, stimulate the creativity of staff and families while working in multi-actorial contexts.Finally, the use distance Learning tools such as e-Twining will contribute to the digitisation of competences ,facilitating the Institutes to respond to the needs and competences of the XXI century students."

"Against BubBLEContext/background:Bullying is an increasingly expanding phenomenon in all European countries. Numerous studies have been done on the dynamics that characterize it and on the numerous negative effects that this produces in students. The control and prevention of the phenomenon is still difficult to manage because very often the boys are resisting to report these episodes, not only for the consequences that this would have on a social level, but also for fear of any reactions. The monitoring of these behaviors is even more difficult if the victims do not have the tools to recognize them, let alone a social network that supports them. We're talking about guys with autism spectrum disorder. The few studies on the subject show that the peculiarities that characterize them make them ideal victims, so much so that, compared to boys without disabilities, they are 4 times more likely to be bulled. More and more European countries are adopting an inclusive education, but to be defined as such it must ensure that it is created as a safe and suitable environment for everyone's needs.Main objectives:With our project we aim to fight and prevent the phenomenon of Bullying against boys with high functioning autistic spectrum disorder (and the Asperger Syndrome), but not only, involving all the figures that are part of the boy's life context and that they play the role of main actors in this phenomenon.Our goal is to create a good practice that can then be adopted by other European countries not participating in the project and that can be adapted and revised also to combat different types of discrimination, which are victims of the most varied subjects.Through all these objectives we hope to make a strong contribution to the realization of what we hope will soon be an inclusive school, in the full sense of the term.Description of activities:We have divided our activities in four intellectual outputs: A study on Needs Analysis based on desk survey and in field questionnaires involving teachers and Administrative, Technical and Auxiliary staff, parents of guys with high functioning autistic spectrum disorder (and the Asperger Syndrome) and students between 10 and 14 years old from partner countries' schools; Planning of customized educational activities respectively aimed at teachers, Administrative, Technical and Auxiliary staff and parents of preadolescents with high functioning autistic spectrum disorder (and the Asperger Syndrome), with teaching methods that involve active participation, in order to provide them the guidelines and tools necessary to learn more about the phenomenon of bullying adolescents with autism spectrum disorder, to recognize it, to counteract it and prevent it. Development of a Tool Kit for early detection of risky bullying behaviors involving ""blue"" pupils with ASD, allowing an ""active surveillance"" of key signals. This tool will be customized in three different versions for teachers, Administrative, Technical and Auxiliary staff and parents of ASD students; Preventive action based on involvement of all students in socialising drama-based performances to develop knowledge and understanding of diversity and (on the other side) the ability of ""recognise"" bullying attitudes of the others, so as to defend their comrades and denounce such behaviors.Methodology:Forms of experiential rather than frontal learning will be preferred, using alternative techniques, such as the flipped classroom, the realization of theatrical activities, through which it aims to promote peer empathy and awareness of the phenomenon of bullying. The materials produced will be published on the project's webpage, which will provide step-by-step guidelines and video links that will lead to the project's YouTube channel, from which other schools will be inspired to design interventions to prevent and combat bullying.Desired results, impacts and long-term benefits:We hope that following our project, students will develop a greater sensitivity towards this phenomenon so as to be ready to denounce these behaviors, but above all to avoid their implementation.We also expect teachers, parents and Administrative, Technical and Auxiliary staff to have gained more tools for signal recognition and prevention of bullying in schools."

Our planet is shared by over seven billion people. While a small number of people use the majority of global resources and enjoy unfettered access to public services, too many people face extraordinary challenges in building dignified lives, free of poverty, powerlessness and fear. These inequalities result in unacceptable human deprivation. Our fragile planet is also under increasing environmental stress to the extent that we are transgressing planetary boundaries. According to the Future Generations (Wales) Report 2020, ‘never has the need to think and plan for the future been so relevant’. Thinking and planning long-term is something humans are capable of, but it requires certain ways of thinking and skills – these skills will be critical for our young people as they add their voices to questions such as: How we balance the needs of current and future generations? How we foster empathy for people that have yet to be born? How we balance resource use and our impact on nature to avoid dumping multiple problems on our children and the generations to come? How we become ‘good ancestors’? The aim of this project is to capture the imagination and creativity of pupils and teachers taking them on a journey through time into the deep past to explore their place in history, then to imagine 100 years into the future. The project has 3 parts all of which stimulate the development of creative skills and develop active citizenship :1. to take an expedition into the deep past to explore our place in history and share experiences through creative responses2. to imagine and share visions of the future we want to see in 100 years time through storytelling, letters and visual techniques3. to identify and start to take collective action in your class, school and wider community to build towards that positive future It will achieve this through teacher training ahead of each project exchange and pupil exchanges to share and create visions together. Throughout the project, we'll develop and pilot intellectual outputs so these kinds of activities can be used by other teachers and in the wider youth sector, that also make the best use of the blended learning techniques honed during COVID. These include baseline data produced in a way to engage learners, school communities and policymakers, online teacher training module in the project techniques and activities, recorded webinar and workbook in some of the creative techniques and an exemplar gallery to stimulate ideas. The target of the project is teachers and learners in primary and secondary schools, including special schools with some beneficial impacts in school communities and, of course, for future generations as more people become accustomed to long-term thinking, take account of our impacts on current and future generations and seek to live with everyone able to live a life of dignity and respect within planetary boundaries.

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