1. School governance

1.1. School culture and climate

Schools wishing to prevent and/or reduce early school leaving and promote educational success for all learners need to develop a strategic vision for inclusive, learner-centred education. The school’s main mission is to ensure that all learners can benefit from quality education and reach their full potential for growth irrespective of socio-economic status or individual or family-related circumstances. Learners are seen as ‘whole’ individuals. The focus is on academic learning as well as personal development and well-being.  Schools develop a culture and climate focused on providing appropriate support so that each learner can meet educational goals. This approach may be thought as the 'whole school around a whole child'.

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Please note that for the moment the content on the resource pages is available in English only.

European Network Against Bullying in Learning and Leisure Environments (ENABLE)

This project is designed to support the development of Social-Emotional Learning skills (SEL) for 11-14 year olds, and to promote Peer Support to tackle and reduce bullying. SEL Programmes improve the student's social, emotional and academic skills, which include more pro-social behaviour and positive attitudes toward the self and others, and lower levels of emotional distress. Peer support systems reduce the negative impact of bullying on victims and make it more acceptable for them to report it. It follows a whole-school approach which includes young people, staff, parents and the wider community. Thus, this programme is a departure from the two-dimensional view of bullying as victim and bully, and instead looks at the social and group dynamics in a school or leisure environment to address a range of factors which contribute to bullying. ENABLE has trained a team of Ambassadors in each participating country, who are available to provide information and guidance to any school or organisation wishing to implement the programme.

Areas: 1. School governance; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 3.1. Well-being of learners; 4.2. Parents' involvement in school governance

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Belgium; Croatia; Denmark; Greece; Romania; United Kingdom

Inclusive Schools action plan – InScool

The InScool methodology is designed to flexibly guide schools through the start of a journey towards inclusion, improving personal and academic outcomes for all children and young people by focusing on their access to – and participation in – quality, relevant education.

Areas: 1. School governance; 3. Support to learners

Subareas: 1.1. School culture and climate; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Belgium; Greece; Poland; Spain; United Kingdom

Our School - My Future

"Our School - My Future" was an ESL project initiated within the framework of the Erasmus+ Strategic Partnerships for School Education. It aims to support cooperation for innovation and the exchange of good practices between schools from different countries across Europe.
Part of the problem of ESL is attributed to lack of support and guidance, disengagement from schooling, and secondary-level curricula which too often do not offer enough options for varied courses, alternative teaching pedagogies, experiential and other hands-on learning opportunities or sufficient flexibility and support.
The framework for this project was designed to focus mainly on in-school factors influencing ESL, such as teaching methods and curricular issues, positive/negative school climate, and the parents’ role as a contributing factor to ESL.
A distance education programme, “Promotion of healthy lifestyles and development of the students’ social skills through physical education and environmental activities” was offered to teachers from five partner countries. Some 65 teachers from Greece, Poland, Romania, Spain, and Turkey had the opportunity to participate in this training programme, along with six academics who are also members of the Hellenic Academy of Physical Education.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.3. School management; 2.1. Teacher skills and competences; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.7. Monitoring learners at risk; 4.2. Parents' involvement in school governance; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks

Language: EN

Country: Greece; Poland; Romania; Spain; Turkey

Raising the Achievement of all Learners in Inclusive Education

The ‘Raising the Achievement of All Learners in Inclusive Education’ (RA) project aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 4.3. Spaces for parents and involvement in educational activities; 5.2. Stakeholders' networks; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Austria; Belgium; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Slovakia; Slovenia; Spain; Sweden; Switzerland; United Kingdom

School innovation in Europe: promoting students’ social competences and teachers’ collaboration through informal learning practices at the 4th Primary School of Thiva

The school has been developing innovative practices of informal learning for six years (since 2011). The main aims of these innovative approaches were to improve the educational level of pupils and school performance, to promote their social competences and sensitivity to the surrounding community and to enhance cooperation between teachers. As the first step of the informal learning approach, the school aimed to create informal learning environments by renovating the school yard and make it suitable for the learning purposes. As a second step, the school designed various learning approaches connected to the yard and broader school community (e.g., focusing on environmental education, natural sciences, reading). In this process the school cooperated with external stakeholders (scientists, artists, craftworkers, museums, etc.).   

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 2.1. Teacher skills and competences; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.5. Learning and assessment; 4.1. Communication and information; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Greece

School Leadership Toolkit

The European Policy Network on School Leadership- EPNoSL has developed a tool to reflect upon, identify challenges and prioritize areas for policy action to support and enhance school leadership for equity and learning. It addresses policy makers, school authorities, school actors, researchers and leadership training institutes. The School Leadership Toolkit is designed to support analyses of the ways different school leadership policies and programs interplay and influence the overall capacity of school leaders and their schools to effectively and persistently address equity and learning challenges in their schools. It contains a range of useful materials, videos, case studies and toolsets on different aspects of school leadership.

Area: 1. School governance

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Supporting Inclusive School Leadership (SISL)

The Supporting Inclusive School Leadership (SISL) project investigated how to promote inclusive school-level leadership and provided supportive tools. The project considered that leadership for inclusive education aimed at achieving full participation in meaningful learning opportunities, high achievement and well-being for all learners, including those most vulnerable to exclusion.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.3. Spaces for parents and involvement in educational activities; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; RU; SK; SL; SR; SV; TR

Country: Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Serbia; Slovakia; Slovenia; Spain; Sweden; Switzerland; United Kingdom

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