"Each of the three schools brought specific competencies to this project: The secondary school ""Lernhaus im Campus"" already had many years of experience in using dance projects to support students with a migration background and to support educationally disadvantaged students. The ""Colegio Juan Comenius"" from Valencia had already been organizing activities and lessons for some time in such a way that young people with different disabilities could also participate. The ""Escola de Dança Lugar Presente"" from Viseu was and is specialized in the cooperation with artists and teachers. The numbers of participants in the three schools were as follows: 180 students aged 13 to 18 (36 of them also in the mobilities), 21 teachers (of them also in the mobilities) and two dance choreographers. Activities and methodology There have been a total of five international meetings: - introductory workshop with the theme ""learning through movement"" with the teachers and the dance choreographers - three international meetings with the students of the three schools, during which the students carried out a five-day dance project on the theme of ""children's rights - a final workshop with the teachers and the dance choreographers on the topic of ""Integrating dance pedagogical methods into regular classes"". In the context of these dance projects, the three most important aspects of children's rights were touched upon: Fundamental rights, violence against children and young people, democracy/participation. Together with the choreographers and teachers, the students developed a choreography on these subtopics within four days. On the fifth day, there was a public performance. The topics on children's rights and the dance project were prepared and followed up by the students in their learning groups and classes. Results and long-term considerations Based on the results of the workshops and the experiences from the dance workshops, the teachers planned a manual on the introduction of dance pedagogical methods for regular classes. This manual should contain recommendations, instructions and video examples. The manual should serve as a basis for transferring the results from the workshops of the teachers of the three schools and other schools. The manual is currently unfinished. Overall, this project contributed to a stronger implementation of dance pedagogical methods, especially for educationally disadvantaged students, thus offering them a new holistic approach to learning. Each of the three schools thoroughly evaluated the content of their examination of the topic of ""children's rights."" Students continued to work on a single subtopic, depending on their focus. Among other things, this led to awareness and appropriate measures to enforce children's rights in the schools (promoting participation in very many areas of the respective schools). Furthermore, an awareness was created among the young people to stand up against discrimination and exclusion, at school and in general in society."