The whole project represented a team’s work and if, at first, it all started with four coordinators, then it grew to 50 teachers that are officially on the project’s website and, gradually, more than 500 people across Europe have joined the activities of this project.The nucleus of this project was the coordinators’ team that was highly efficient, its members’ being very prompt, hardworking, respecting deadlines, coming with new ideas and solutions. I would like to personally thank all the coordinators for being so effective and efficient, for communicating so well on our whatsapp and e twinning group, for organising, responsibly and impressively, relevant activities during mobility and bringing all their teams closer together for the same goals, for being so professional and at the same time, so friendly.General Review:We have been working together for nearly two years now and we have successfully achieved the objectives of this project. All participants observed the similarities and differences among cultures, adopted a respectful attitude towards other countries, raised cultural awareness, developed their language skills and multicultural competences. Teachers enhanced their personal and professional growth and supported their students’ involvement in the activities of the project. Students established and maintained new relationships, improved their interpersonal and emotional intelligence. Local communities grasped the need to be a part of the European Union and got actively involved in the educational activities of this project. In order to reach the above-mentioned objectives the tasks have been evenlydistributed among partners. There are 4 final results and all made with the contribution of all partners.All partners:Have organised mobility with activities relevant for the cultural theme of our project. Our project had a total number of 4 mobility 23 teachers 68 students in the 4 countries, although we had initially applied for 24 mobility (8 teachers/ 16 students). The mobility followed the pattern from the application form; arrival day, school visit and activities, observation of the local surroundings from a cultural/historical/geographical/economicalpoint of view. We have involved a great number of students, teachers and local authorities in the planning, developing and the assessment of the activities.Students have been communicating on the Internet: e-mails, e twinning Instagram, Skype. In all countries, they prepared, in turn, performances such as folk/local/national/ modern dances, plays, songs etc. They haveworked together in workshops or group activities, such as:In Poland they baked traditional cakes during the “home economics class” at school;-they attended scout camp.In Romanian host students together with guest students, discussed the school systems of the 4 countries, they reported early school leaving created power-point presentations about bullying.In Spain students observed and practices specific activities such as making and playing sling, Cultural diversity European Music Group, sport competitions.Students also had a workshop called “Different and the same” where they presented the mobilities in their countries and, on a flip chart paper, they have written impressions, opinions, draw conclusions together. In all countries students visited places of interest, very important from a cultural or historical point of view, such as museums, art galleries, Roman Theatres, workshops, observed traditional cuisine and be active in the traditional and cultural introduction etc. They created power point presentations about their local customs and traditions/mobilities and presented themTeachers have been communicating efficiently on a whatsapp and Facebook group also in twinspace: (over 2200 messages, up to now) and on Facebook and Net log. They helped organising students’activities, planned open-classes, performances, workshops. Examples of activities:Round tables/meetings: during each and every mobility;They visited the school and observed the organisation of the school systems, equipment, curriculum, staff etc. – in all countries;E twinning uploaded all the documents such as presentations, workshop, photos where teachers presented the mobility, worked in groups, discussed and draw the final conclusions of the project. In all countries teachers visited places of interest, very important from a cultural or historical point of view, such as museums, art galleries, Theatres, historical sites, observed traditional cooking etc.Local community/authorities:Visits to local Town Halls, municipalityParticipation of local authorities at the activities organised during mobility, such as performances, contributions, official statements, etc - in all countries;Parents were involved in the organisation of the activities such as: hosting students, costume making, performances’ preparations, etc – in all countries.

"Our Project is about early school leaving and school failure , which causes not only educational problems but also economical, social and psychological effects on society . It arises from the need we have to respond to our students' -and society -plead for catering for diversity, and it is takled by the Reasons of School Absenteeism Survey and the charts of school absenteeism at our organisations. So, the main objective of the project is that the rate of absenteeism will be decreased by using social, enjoyable activities. Thanks to our project, students who are at the risk of early school leaving at our organisation, will love their school, feel themselves belonging to the school and their interest to the school will increase with social activities that makes them feel happy. Our other goals are to make the parents consciousness of the significant of education and give information sessions about the problems of the school absenteeism and early school leaving. In order to decrease these problems , students, teachers, staff, manager and parents are the key of solution. The main objective of our project is to reduce school failure by reducing the number or early school leavers, absentees and by coping with diversity.The targer group is the whole school community and local authorities although the activities during the mobilities accomplished by 10-15 year old students.We are a group of six organisations from five different countries: Poland, Romania, Italy, Turkey and Spain with different backgrounds but with a common aim: to reduce school failure at our organisations in our surroundings. In order to reach this aim we did different activities:Intellectual ones: We have created two booklets; one analysing school failure and early leaving and a second one with a ""plan"" with examples comping with catering for diversity.Learning/teaching activities: Students have participated in mobilities where they developed several strategies which help them to stick to the educational systems without leaving before time.The creation of Erasmus+ teams in every organisation has been a great contribution to the sustainability of the project together with the commitment to continue working and collaborating in future projects.Our final result has been finding a methodological teaching and learning approach, useful to any school which is able to improve our students' habilities, reduce absenteeism and prevent early schooll eaving, aim of our project , We are sure that benefits, although could appear in a short time, are expected for a medium- long term and now it's time to implement it in the next years, with No Child Left Behind!."

Our project was designed to function as a guide for students growing up in Europe and is directed to exploring the diversities and problems children can face in everyday life as European citizens. In regard to this aim, throughout the course of the project our students have been working on the following fields: The first obstacle students face is lack of social and emotional skills and for us, school professionals, it is challenging to find effective methods to help them develop it. Some of those methods are creative drama, non-invasive and amusing ways to help children in their journey towards adulthood.Social and emotional intelligence is the foundation of a happy and productive life and social and emotional skills are a prerequisite for successful life. In the world where direct interpersonal communication is becoming less and less common, the school must become a place where students can learn and develop communication skills and adapt appropriate social behaviour. Developing character and human virtues is also one of our goals because if we manage to teach them to be a good people, they can become responsible, tolerant, emphatic, friendly citizen.Civic education is an important part in our project because we think that understanding society in which they live and its functioning is as important as learning civil (children) rights. Additional value will be comparison of civic rules and children rights in different European countries.In our project we included around 100 students of every school. Through different methods and techniques, e.g. mediation techniques or with the help of a feelings&emotions lexicon, the children developed critical thinking, strengthened their attitudes and became able to overcome many problems which they are facing in everyday life, such as difficulties in self-acceptance, peer acceptance (bullying), unhappy home situations or economic insecurity.Creative drama included acting, movement, scriptwriting, improvisational exercises, technical theater and role playing and can be integrated throughout the curriculum. Schooling can be more successful if children are more creative and expressive but also aware of their position in school and society, fighting against early leaving school. At the end of the project, the plan was to establish a mediation club at every school, in order to provide students and schools an infrastructure to continually work on the topics worked on throughout the project, such as peer collaboration, creating a feeling of safety, acceptance and respect for one another at school, practising childrens' rights and being pro-active individuals at their schools and in their individual lives. Unfortunately, due to covid reasons, the meeting in Germany where the mediation workshop was supposed to take place, had to be cancelled. Instead, the schools tried their best to work on the principles of school mediation with the students online. In order to keep up collaboration between the students of our partner schools and to improve students abilities necessary for online learning, some schools tried to stay in connection through online games and tasks that were carried out via the twinspace of the project. The twinspace was rewarded with the National Quality Labels in some of the participating countries.