The topic of this project was decided based on the need that each partner school faced, whether it was an inclusion based on ethnic minority, linguistic minority or other forms. We aimed to provide an information package and tool to deal with challenges in social inclusion and suggest ways that this process can be done and that showed to be quite effective. The project has proved this mission to be successful.All partners of this project participated with being aware and agreeing to fulfil the project’s mission to “spread knowledge and best practices about social inclusion and to create a platform on which our students could work on the subject and uncover some best practices that could be eventually transferred into classrooms and communities”. Each partner proposed a form of inclusion that was in a way new, and in accordance with the needs and possibilities of each partner to apply maximum of their resources, skills and competences forming the most possible knowledge pool to share with other partners.The main way we educated and shared our skills were LTTs – we organized 5 of them, one was a virtual one due to the Covid-19 pandemic limiting us on our travel. We also had to deal with a loss of one of the original partners due to the overlap in their planning schedule – The Czech partner left the project at the very beginning. Also, for the reason of Covid-19 we had to apply for extension of the project period - originally a 2 years lasting project received an extension which we hoped would help us to make the travel for the last LTT possible. Unfortunately, this has not happened and we organized the last LTT in a form of virtual mobility.During the planning process of this project each partner identified one approach to social inclusion to be used as the main topic for their LTT. These were:- Using national languages as means to break down barriers, increase tolerance and understanding and learn about other cultures (Germany)- Innovative teaching methods to motivate those at risk of early school leaving, ethnic minorities and academically challenged (Czech Republic)- The promotion of various activities destined to create a common ground for intergenerational and intercultural learning (Portugal)- The use of animals and how they can bring these new members together through activities (Finland)- Using a hands-on approach to create learning environments based around the production of crops and the cooking of food as means to increase the opportunity of social inclusion (Denmark)Due to the fact the Czech partner has dropped out, we have decided to cover their topic as part of the Virtual mobility in a form of guest speakers from various NGOs that support inclusion at school level, inclusion of people that fell to the bottom of the societal hierarchy and inclusion of ethnical minorities, namely Roma minorities in Slovakia – the speaker on this topic was a researcher from Slovak Academy of Sciences.As part of each LTT students prepared surveys distributed in their local community to reflect the overall attitude (or knowledge of) for each of the topics (the virtual mobility had this survey part excluded) and to be used later during the LTT as a data set to analyze and offer an insight into the community where the students come from. This served as an interesting comparative tool at a European level and formed a stable structure basis for further discussion.Each LTT (including the virtual one) offered at least two workshops that served as an educational method for sharing the best practices on each of the LTT’s topics and as an educational platform for all participants. The guest speakers of the hosts prepared an informative agenda that expanded on the knowledge that the participants brought with them to this discussion forum. High importance was given to the transferability of these skills and knowledge to the classrooms in all participating schools and beyond that – to the communities. The newly gained information formed a gallery of approaches that social inclusion can take and served as a model to show the means every individual and/or community can take to ensure that there will be no member of the community left behind (ideally).To make sure that all these innovative approaches to inclusion can be shared with a wider audience than our participants community, we created a tangible result to this project – the Social Inclusion Handbook. We created it in the form of a downloadable e-book that can be found on our project dedicated social media and web page and can be easily shared with anyone interested. It will serve as a helpful tool to any classroom or outside-of-school activity and can be used by anyone free of charge and with encouragement. It clearly states that it is a product of a project financed by the EU and the Erasmus+ programme.