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'.

Show more

Resources ( Search all resources )

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

Action Antibullying (AAB)

The project partners designed and implemented a new anti-bullying programme in schools in five EU countries. It drew on the experiences of existing programmes and practices originated by the project partners working in different cultural contexts.  It provided further evidence of effective approaches to the reduction of bullying in schools that will inform the development of improved child centred, whole school strategies for adoption at European level.

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

Subareas: 1.1. School culture and climate; 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; 3.4. Curriculum and learning paths; 3.10. Targeted support - special educational needs and learning difficulties; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Italy; Romania; Slovenia; Spain; United Kingdom

Brave’s Club: Zero Violence from age zero

To improve the school climate, a group of schools from the Learning Communities project decided to create the Brave’s Club. It is based on a “dialogical model of conflict prevention”. Since the Club started in 2014, it has made progress in eradicating school violence in both primary and secondary schools. This strategy is making it easier to bring together effective evidence-informed practices on preventing violence in classrooms in general, and more specifically, gender violence.

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

Subareas: 1.1. School culture and climate; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.2. Parents' involvement in school governance; 5.4. Partnerships: Community organisations and civic society

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

Country: Spain

Evaluation environment for fostering intercultural mentoring tools and practices at school (E-EVALINTO)

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.

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

Subareas: 1.1. School culture and climate; 1.4. Cooperation within education systems; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 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: Cyprus; Ireland; Italy; Poland; Spain

ICAM: Including Children Affected by Migration

The ICAM (Including Children Affected by Migration) programme is an Erasmus+ programme designed to ensure that children who have been affected by migration can access education. The programme helps schools to create a safe and secure environment for children affected by migration to enable them to take full advantage of their education.

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

Subareas: 1.1. School culture and climate; 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; 3.7. Monitoring learners at risk; 3.9. Refugees, Migrants and Roma

Language: EN

Country: Belgium; France; Italy; Romania; Spain; 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

JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School (Hospitalet de Llobregat, Spain)

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

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; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 4.1. Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Spain

MiCREATE – Migrant Children and Communities in a Transforming Europe

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.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk; 3.9. Refugees, Migrants and Roma

Language: EN

Country: Austria; Belgium; Bulgaria; Croatia; Cyprus; Denmark; Germany; Hungary; Italy; Latvia; Lithuania; Netherlands; Poland; Portugal; Serbia; Slovakia; Slovenia; 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

Preventive Resilience Intervention – UPRIGHT

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.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.4. Well-being of teachers; 3.1. Well-being of learners; 4.4. Family learning

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: Denmark; Iceland; Italy; Norway; Poland; Spain

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

Show next 10 results