Performing Arts for Leadership Students (PEARLS) is a necessary project for the current school. The educational system is constantly evolving and seeks not only to increase the quality of the teaching-learning process but also to respond to the complexity of personal and work relationships in 21st century society, but the curriculum is usually focused on contents and academic procedures, leaving aside the emotional formation of the students. Performing arts allow us to pose school tasks in which we reflect on human emotions, their expression and their transforming power for the person who acts and for the spectator.The protagonist of our project is the student body, as an individual and as a collective. And we do not only refer to the almost 60 students that will participate directly in the mobilities but also to the totality of the boys and the girls of each school who will participate in the activities that during the school year propose their own school following the theme of PEARLS and incorporated into its programming. As we have previously stated, we consider that the acquisition of a positive self-concept and a high level of self-esteem gives children the strength to face conflictive situations in the school environment in the first place and, secondly, in their social relationships outside the school. school in a reflective and constructive way. We know that conflict is, in many cases, inevitable and we can even say that it does not have to be harmful; the key is to know how to position oneself in front of that conflict and not let it paralyze or defeat us. We intend that with this learning, students know how to react better to bullying and reinforce their motivation to avoid early school leaving.In the three mobilities provided each host school will propose school activities focused on one of the three performing arts: theater, singing and dance. Through them we want to ensure that students develop social skills based on mutual respect, peaceful coexistence and teamwork. Thanks to the previous experience of the organizing school, the CEIP Castillo del Real, with its EMOCION-ARTE project we can venture the success of PEARLS. This school has been successfully implementing the artistic project for two years with students of three levels, aged between 9 and 12 years, promoting work in heterogeneous teams and always based on gender equality and inclusion. We believe that theater, singing and dance offer great possibilities for emotional development and that, with the guidance of teachers, boys and girls gain in self-confidence, learn to respect each other's expression and are able to manage better emotional conflicts at the same time they learn theater, musical or dance technique. We believe that it is an added value to be able to develop the project with international partners since we will be able to share experiences of good practices, compare teaching styles or strategies for school coexistence.In addition to the three mobilities with students, we see the need to do a first exclusively for teachers in order to strengthen ties for future work, establish effective communication channels and plan the training actions in detail during the two years. In the same way, the fifth mobility will also be exclusive for teachers, and will serve to close the project, propose the latest dissemination actions, carry out a complete evaluation and collect the products produced.We emphasize that the project does not only take place in mobilities. During the two school years, educational activities will be carried out in each school. Some of them will focus on the artistic side, others in the treatment of bullying or inclusion, others will aim to strengthen ties between international students through eTwinning, others will be directed to the dissemination to families, the neighborhood, etc. . We consider it very important to make the project known to the entire educational community both in the previous stages to obtain their support and in later phases to share the work done.At the end of PEARLS we hope that each school will modify and improve organizational documents such as the Coexistence Plan and the European Development Plan. Also that it incorporates into its curriculum teaching-learning activities related to the performing arts as much as possible. As for the teaching staff, we are convinced that their participation in PEARLS will have a positive impact on their training, their level of communicative competence in English and their motivation to continue participating in European projects. Last but not least, we hope that the students develop their self-concept in a positive way, improve their self-esteem and increase their social skills to become a leader in their own lives.