ENDING is a strategic partnership that gathers five organisations from three European member states to jointly develop, test and implement a methodology based in peer learning to prevent the abuse of ICT´s and reduce early school leaving .The project will develop innovative educational tools that will serve the school community as an instrument to promote the good use of ICT´s, to identify relevant sources of information, appropriate to the age of the minors and that, at the same time, promote positive relationships between peers, encourage critical thinking, awareness of existing risks and at the same time promote respect for others. The developed methodology will be tested in six schools in Portugal and Spain that have joined our consortium as associated partners. The project outcomes will be available as Open Education Resources and freely accessible through the website of each partner institution and the project social media. The project is expected to produce three intellectual outputs: IO1: Design and development of a methodological E-Guide for educators, containing five thematic modules and implementation guidelines IO2: Design and development of an E-Guide for Parents, containing five thematic modules and recommendations IO3: Design and development of an E-Guide for students (produced by students)ENDING will involve at least 2 teachers, 5-10 parents, 2-3 role model students per participating school and at least two classes per associated school to test the developed methodology and resources. In total, the project expects to involve 12 teachers, 30 parents, 12 role model students and 300 students aged 11 to 14 years. The partnerships will organize six multiplier events engaging 285 participants.

The greatest health crisis experienced by the world in this century has radically changed the way we relate to each other. Face-to-face interaction has been reduced to a minimum and it is increasingly common to communicate through a screen. The same has happened to millions of students, teachers and families, who have seen that from one day to the next they went from a face-to-face educational system to online classes.This change, unexpected and hardly planned, has caused numerous problems in education: 1) students who have lost their learning group and their mentors due to connection problems, lack of appropriate and sufficient devices or technological inability to keep up with the pace of online classes, 2) teachers who have had to abandon their face-to-face dynamics and adapt in a few days to huge videoconference rooms full of people who do not know the codes of conduct and communication of remote classes, 3) families overwhelmed by a situation that disrupts all their work and home planning, who find many difficulties to support and facilitate the online learning of young people, 4) school leaders are under pressure to make center-level decisions to address the pandemic and are often unaware of best educational practices in these cases and are going in blind.In this rough sea, we aim to provide clear guidelines for sailors to deploy or retract their sails when necessary. The aim of this project is to provide students, teachers, schools leaders and families with tools to make appropriate decisions facing the conflicts that COVID-19 has caused in the processes of learning, communication and socialization of the school community.The methodology proposed in this project aims to be radically different from previous attempts to raise awareness among students about good behaviour on the net, the management of their autonomy and appropriate and safe social relations. With this objective, we will develop a fictitious social network in which we will reliably represent the potentially dangerous scenarios that can occur in this context (IO1). This network will be used as a social sandbox where different automated profiles (social bots) will behave inappropriately and interact with the fictitious profiles created by the students. From the interaction with these social bots, students will be able to understand which behaviors are not appropriate or safe in a practical way.Although the fictional social network can also be used by teachers and families for their digital literacy, we believe that it is necessary to develop specific work materials for these groups. In the case of teachers, a guide to all the new methodological possibilities that online platforms offer can be very useful (IO3). In addition, we believe that it is necessary that they have sufficient keys to analyze and solve common problems that occur in online learning contexts (cyber-bullying, difficulties in maintaining respect in video conferences, abuse of anonymity on the network, plagiarism and problem solving apps, etc.).Families also need clear guidance in this new scenario. The lack of digital literacy, digital competence or even other soft skills turn competent family members in school support into people unable to help the students they live with or to communicate with their children's teachers properly. For these reasons, this project aims to provide families with practical guides (IO2) that explain in accessible language how to do most things that are needed in a virtual teaching context and what the use of each tool, social network or platform implies.Finally, schools as a whole need to adopt strategies to coordinate all this effort and lead education in Covid 19 era to a safe port. With this purpose in mind we will provide an adaptable and flexible roadmap for schools where the integration of safe and proper use of digital resources will be defined as a strategy engaging all actors (IO4).In short, the SAILS project intends to serve as a navigation chart in this immense ocean of possibilities that the Internet offers us in the educational context to avoid, above all, the storms that already existed and the new ones that COVID-19 has brought.The transnational consortium that has been created to carry out this project is the key to ensuring its success. The experience in the coordination of projects and the research that the team of UDEUSTO has been carrying out in the development of games and in the development of key competences is going to suppose a key piece to guarantee the success of SAILS. In addition, the experience of entities like EA and ESHA in their work with leaders in schools is going to allow that the changes and innovations are established at school level and that they transfer the barriers to the society. Besides, the experience of IPA and PPAA and their connection with several networks of families and other agents is going to allow to obtain an impact, not only in school environments, but at a higher