We have been teaching for many years in a secondary school in a Priority Education Zone and we had noticed that many students were working in an individualistic way, regardless of those around them, especially the most disadvantaged people. We talked with our colleagues, our management and a number of parents who shared our point of view. The idea of our future project started then.We wanted to set up a project for the European section of our school, because we knew that if a European project would begin, English would be the essential language of communication. We also wanted to find a local associative partner in our country in order to make pupils aware of their surroundings and to make them interact with people in distress, to see how they would behave and hoping that they would become better citizens, more sensitive to the misfortunes of others and far less egocentric. This project, initially carried out by France (as we wished to be the coordinating country), could be extended to potential partners who would be added to the original project, since we thought that we all had the same problems, including countries (Scandinavian countries for example.Once the association was chosen by our students, GALI (a group of several local micro-associations with a social vocation and the reintegration of people lacking benchmarks and suffering from a disorganized social life), a partnership lasting almost two years was created, enabling our students, aged between 14 and 16, to interact with volunteers and beneficiaries, listening to their difficulties and problems of life. Little by little, concrete actions were put in place, punctually and then more regularly, according to the associative life of the association and its highlights. Charity sales organized by our students for the benefit of the association were born, volunteer contributions to food collections, lottos and other celebrations multiplied.The exchanges with our European partners made it possible, as time went on, to discover new national or local associative actors and also to see what actions were being implemented on both sides of the borders. The students fed on each other's ideas and approaches, and adults, parents and teachers alike.Because of the level of class chosen, a first promotion of students who participated in the project and became high school students, we were able to continue exchanging with them and really know what the lessons they had learned from the experience. They all agreed that they had the feeling of growing and evolving positively, developing a spirit of altruism and of European citizenship, committed to continuing the work of associations initiated and to pursuing Europe and across European borders.We have been sensitive to all the marks of gratitude, wherever they come from and whatever country it took place in. From our point of view of teachers, we had the feeling of being useful in the realization of this project, both for our students and for the beneficiaries with whom we were in contact. We aspired to set up a project that was not academic but whose approach would be essentially a citizen, with not necessarily concrete or tangible skills and competences, we were more in the creation of a concept, an idea and we think we have reached our target.Much communication around the project has brought some reflection on our local community, teachers, parents and pupils closely associated with the success of the events throughout these two years together with a single common dynamic: improvement of the living conditions of the beneficiaries of our respective associations.

"""Happiness is not a Destination, it is a Way of Life.""When starting a new project in general, it is essential to acknowledge and question the reasons, needs and intended goals of the new Project. So it was with our Project ""Goodwill Ambassadors - Let's Do Good Together"". Our Project started off with questions such as: Do we want to make a difference? Can we make a difference? How can we make a difference? What will be the added value of our Project?In This Summary we aim to make our intensions clear: We are here to make a difference and we believe we can do it!When planning this Project with our respective Partners, we did some background reseach at our schools and came to a conclusion: a number of our pupils are selfcentered and not very kind to each other. Some lack the ability to notice the good around them and the heart to be grateful for what they have. Pupils also seem to have little or no experience in doing good deeds or taking part in volunteer work. We decided to tackle this grievance and try to change the focus from the pupils themselves to others. In doing this we believe our pupils can gain some lifelong skills that will improve their futures as humans, friends, partners, parents, employees and fellow EU-citizens.Our Project reaches for strenghtening social dialogue in schools and daily surroundings. Strong social dialogue will enhance inclusion and equity and finally influence the participants wellbeing. This Project will promote engaging, connecting and empowering youth in their communities. Our Project aims to increase pupils happiness through the methods of Positive Education, based on Positive Psychology. Five specific areas of Positive Education will be studied by students: ""Caring, Compassion, Positivity, Gratitude and Happiness"" We are 5 countries involved: Finland, France, Spain, Italy and Cuprys. We are Secondary Schools and our Pupils are aged between 13-16 years. From each country we have 2-4 teachers and some 20 pupils involved. The pupils travel to the Partner Countries with a Group of 6 pupils and 2-4 teachers at a time. The pupils joining the Program will be selected carefully. The main criteria is the level of their engagement to the Project and also their willingness to participate in the Goodwill - part of the Program. We are interested in how eager they are to grow in their humanity. The Erasmus pupils will be named ""Goodwill Ambassadors"".In our project we use the UN Sustainable Development Goals as the framework through which each Partner School chooses their perspective of doing good. We chose the UN Goals as we think they are very current topics worldwide and they give a concrete view to our Project.Our project is based on one common UN Goal between the Partner Schools: the Goal nr 3 ""Good Health and Wellbeing"". We believe this Goal is the priority number one: we want our pupils to grow happy, healthy, strong and caring adults who know the meaning of compassion and helping others. We put emphasis on the 'Mental' Health and Wellbeing. This goal is implemented by the Goodwill Ambassadors.Each Partner School will also work with an additional UN Goal:Finland: ""Quality Education""France: ""Gender Equality""Spain: ""Climate Action""Cyprus: ""No Poverty""Italy: ""Affordable and Clean Energy""All the activities combined with the chosen Goals will improve pupils social and citizenship skills, cultural awareness and also deepen their comprehension of EU and the state of our beloved Globe. In our Project we will have the main focus on the Goodwill Ambassadors: the Erasmus-pupils who will spread good deeds, starting from themselves and reaching out to their wider everyday life surroundings. In doing these pre-planned GWA acitivities, the pupils will learn about compassion and gratitude, gain happiness in their lives and grow wider perspective to life and to what it has to offer. We strongly believe that with this Project our pupils will grow in their undestanding and respect towards people around them and also those in need. The pupils will also develop self-compassion and learn useful tools of Positive Education to improve their life skills. As a result of the Project the pupils awareness of our EU-Neighbours and our Globe will grow. The Project will give our pupils a chance to improve their communication, leadership and English language skills - all which are to be considered the types of skills that are needed for lifelong learning. What comes to the long term learning skills: in the expected results of the project, we emphasize on such life skills that may not be measurable traditionally. They are for example improvement in pupils school motivation, happiness, willingness to help others and noticing the good around them: skills that are at the top of the list of skills we are eager to see our pupils to have gained from the Project.The Project hopes to prove the pupils that happiness is the way of life and a bridge towards Empowered lives and resilient"