1.1. School culture and climate

The project goal is to provide a comprehensive analysis of best practices for preventing ESL in partner countries in the areas: of ESL monitoring systems; and, methods of counteracting ESL and reintegrating students.

Project partners were from Poland, the UK and Italy. Outputs include a report on ESL monitoring systems, a report on prevention and reintegration methods, and a training pack.

E-EVALINTO aims to promote peer mentorship to reduce early school leaving among migrant students and to acknowledge the value of interculturality, as well as develop an ICT framework for assessing, managing and developing activities for intercultural contexts. The Erasmus+ funded project focuses on decision-making processes and the identification of different patterns in the situations analysed.

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.

The objective of the MiCREATE project is to encourage the inclusion of diverse groups of migrant children by adopting a child-centred approach to the integration of migrant children at educational and policy level. Stemming from the need to revisit the existing integration policies, the research project aims to comprehensively examine the contemporary integration processes of migrant children to enhance their agency, participation, and well-being.

"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.

With mental health issues having been multiplied among young people on a global scale, UPRIGHT is a project that teaches the skills needed for good physical and mental health. It is being implemented in schools, and early adolescents, their families, and all school staff of the participating schools are involved.

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.

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.