While students with disorder in math are purposely included under the definition of Learning Disabilities, rarely do math learning difficulties cause student to be referred for assessment as dyscalculia. Dyscalculia is a specific learning disability in math. Students with dyscalculia may have difficulty to understanding number-related concepts or using symbols or functions needed for achievement in math. They have difficulty with the mechanics of doing math, such as being able to recall math facts. They may realize the logic behind math, but not how or when to apply what they know to solve math problems. Types of dyscalculia: A verbal manifestation of difficulties in verbally denoting mathematical concepts; Practically Gnostic, in which the systems of counting (calculating) specific and apparent objects or their symbols are disturbed, Dyslexic, which is based on mathematical sign reading disorders, Graphic, which manifests itself as a malfunction of mathematical notation and correct representation of geometric figures, Operational, associated with inability to perform mathematical operations.Students with math anxiety are so worried about the prospect of doing mathematics that their fear and nervousness can lead to poor performance on math tests. Dyscalculia and math anxiety are different, but the signs and struggles can overlap. Some students may have both math anxiety and dyscalculia. Achievements in mathematics are determined by both math teaching and so-called student factors, including language, cognitive, metacognitive, feminine, social and emotional factors, learning habits and prior experiences.It is a common learning issue that impact students’ capacity to do mathematics. It doesn’t just affect them at school, however. The challenges can also create difficulties in daily life. It also affects the achievements of math in the country as a whole. Although there are a variety of supports and strategies that can help students grow the math skills they need, it is regrettable that the project partners do not have sufficient experience in this field and are not familiar with the strategies that determine the need for this project. Therefore, to promote math achievements in math in the project partner countries, general objectives of the project: to increase the level of achievements in math for students with dyscalculia and mathematics anxiety and strengthen the profile of the math teachers, by sharing knowledge, exchange experience and developing new educational products to contribute to the issue.Step by step planned carefully implementation of the project activities will lead to the achieve of project objectives and delivery of the planned results. In the framework of project are planned the following activities:1) Research on math learning difficulties with aim to expand teachers' knowledge on the skills required for the math learning as well as on dyscalculia and mathematics anxiety and to identify ways of overcoming math learning difficulties as well as identify also support needed for both teachers and parents;2) Collect good practices already used by the partners to increase the achievements and interest in math;3) Based on the research results and needs identified, to develop teaching strategies / methods / tools to overcome math learning difficulties and/ or to develop the skills required for the math learning;4) Prepare a Manual for Math Teachers to enhance math learning outcomes for students with dyscalculia and mathematics anxiety so supporting math teachers;5) To carry out an experimental work with students with dyscalculia and mathematics anxiety with aim to pilot the teaching strategies/ methods/ tools collected in Manual;6) Organize Multiflier Events in all project partner countries, thus raising the issue of increasing mathematics achievement by contributing to the reduction of math learning difficulties, looking for teaching strategies/ methods/ tools used in all partner countries that activate, motivate, inspire and excite students and help them to overcome math learning difficulties as well as providing space and opportunity to share knowledge, exchange experience and create new practices to help owercome math learning difficulties for students with dyscalculia and mathematics anxiety as well as support math teachers.The project value and idea of strategic partnership based on transnational cooperation and involvement different countries to get bigger impact in local, national and European level. The partners strongly believe that by creating a successful and innovative strategic partnership organization, will be more able to raise the quality of partners' activities and the profile of partners' achievements nationally and internationally.

<< Background >>Intrapersonal and interpersonal intelligence are two of the multiple intelligences described by Howard Gardner (Frames of Mind. A theory about Multiple Intelligences, 1983), but they have not been seen as important within the standard education system, nor for a long time in the world at large. There are difficulties envisioning a formal integration of these skills in the classroom context, considered sometimes a likely distraction from the more important task of teaching basic academic skills.Concepts such as self-awareness, self-esteem, self-knowledge, empathy, coordination with others, communication or service orientation are not usually trained in the school, but they are a range of intra and interpersonal skills that will become the foundations of the personality in later life. These skills are turning as key elements in the holistic development of the human being, both from a personal or professional point of view, as it is set in last reports (The Future of Jobs. World Economic Forum. 2018).This split between academic and life skills derives from and informs the way people think about where skill development happens once children are of school age. The dominant public model holds that the home environment (the “family bubble”) is by far the most important early life location for children’s skill development across the spectrum of skills, including social, communication, emotional, disciplinary and basic academic skills. In this way of thinking, parents mold their children through a potent mix of nurturance, discipline and instruction, which combine to establish the basis for a child’s sound development.The project is is born from the deep reflection about the needs of our students, our school, the community and the relationships established between them in their development. In a world where all of us are “connected” we are losing the capacity to appreciate the values and the efforts of those we have around us, those “anonym” persons who face very difficult situations in almost a heroic way.This is the departure point for Superhero, which is born from the deep reflection about the needs of our students, our school, the community and the relationships established between them in their development. In a world where all of us are “connected” we are losing the capacity to appreciate the values and the efforts of those we have around us, those “anonym” persons who face very difficult situations in almost a heroic way.Following this spirit, Colegio Séneca (Córdoba, Spain) developed in the school year 2018-19 the project involving all the educative community, since their students at all levels, to teachers, administrative staff, Parents Association and the whole community. Under this umbrella and considering the experience of the centre, the project had a transversal approach, affecting all the areas, subjects and levels, serving as a hub for the whole academic year. Superhero was built over two axis:- an intrapersonal one (the hero inside me) - an interpersonal one (the hero by my side).The project ended with a selection of famous and not so well known men and women that have been key elements in the development of their societies. In 2019, Colegio Séneca and Superhero were awarded as the best educational project in Spain with the Princess of Girona Foundation Award, a successful concept that deserves to be transferred to all the European societies. This is why we have decided to apply SUPERHERO.<< Objectives >>SUPERHERO has as its main goal the rising awareness not only of students, but also families, educative staff and the whole community, about their capacity to answer their everyday problems. Also, the project wants to raise awareness and value those close people who face difficult situations and those who work in worthy causes (non-profit organizations, health professionals, volunteers, members of security bodies, carers of the elderly, etc.). All of them will be our anonymous heroes who will serve as references during the course of the project, as well as the mirror to look at ourselves in order to develop in the students and families the initiative to overcome challenges and, at the same time, being able to help others.Our Project aims at developing personal and interpersonal skills in students aged 12-16, developing their own competences, strengths, self-esteem and self-knowledge, but also creating a sense of community in a key period for the development of the personality and the beginning of adolescence. The concept of superhero will be the line to develop concepts such as gender equality, empathy, a sense of entrepreneurship, cooperation with others and finally, a raising awareness of our own capacities and those existing in the people close to us.- Superhero wants to generate a change in three different levels:- Students. Raising awareness of their competences and capacity to generate initiatives to solve their own problems by the reinforcement of intrapersonal skills.- Self-concept and self-knowledge- Self-esteem- Autonomy- Emotional learning- Curiosity- Working capacity- Open mindedness- Creativity- Mindset and values- Complex problem solvingSocial. Recognizing, valuing and putting activities into practice in a collective way, in order to foster collaboration, cooperation and help to others. These actions will boost interpersonal skills. - Community, responsibility and awareness.- Identification and solving problems.- Persistence- Frustration management.- Group cohesion- Cooperative and collaborative work- Ecological perspective. Working to improve the common good.- Interpersonal and social skills. Communication.- Entrepreneur culture- Experience in project management.- Training in administrative management- TIC tools for entrepreneurship management.Production. Generating the necessary resources to make these helps possible, as well as all the skills needed by an entrepreneur person to solve his/her own problems and help others to solve theirs.- Initiative.- Learning capacity.- Risk taking- Innovation- Labour experience - Awareness of social change<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for 3 PRs lies with the Results leader. Detailed description of work plan, division of task and responsibilities of partners is included in section: Project Results. Each PR has an individual leader reporting always to the coordinator.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration.There are 3 main work packages under the item Management and Implementation including following fields of activity:1) MANAGEMENT AND ADMINISTRATION:A. DOCUMENTATION: all templates and needed documents: project documentation, contracts, timesheets, reporting, etc.B. COMMUNICATION AND MEETINGS: transnational meetings, internal staff meetings dealing with the project itself and the intermediate inline meetings, internal staff meetings organised by partners at country level. Communication is described in detail below.C. PROGRESS REPORTING: reporting the work done and following steps achieved, milestones, reporting PRs, activities and events: progress of results, international meetings, multiplier events and other activities by partners.D. BUDGET CONTROL AND FINANCIAL REPORTING: tasks and responsibilities as well as procedure of reporting are described in section: budget control and time managementE. TIME MANAGEMENT - described in section: budget control and time managementF. HANDLING RISKS – described in detail below.The responsibility for work package 1 lies with Project Coordinator (Colegio Séneca). 2) QUALITY ASSURANCE AND EVALUATION:A. preparation of Quality Assurance Plan, under the responsibility of Form2YouB. setting qualitative and quantitative indicatorsC. quality checks and quality assessment of the PRs – realised under PRs, included in PR as integrated part of products development processD. evaluation of the project – all quality and evaluation indicators related to fields different than PRs – quality of management, communication, evaluation of meetings and promotion activities etc.E/ final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.Tasks under this item are presented in details in appropriate sections of this application form.The responsibility for work package 2 lies with Quality Assurance Leader (Form2You) who cooperates with Quality Assurance Group (QAG) on a regular basis. 3) PROMOTION A. Promotion plan with measures and indicatorsB. Graphic standardsC. Visualization of the project: logo, colours, templates of documentsD. Project websiteE. coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)F. newslettersThe responsibility for work package 3 lies with Promotion Leader (KPSKC Kaunas) which cooperates with Dissemination Group (DG) on a regular basisFinally, our project is fully aligned with the environment and the fight against climate change in the procedures we will follow from the start. This is in line with the project guide, which encourages creative approaches to help learners and workers become true changemakers (save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Moreover, the partnership has agreed a green protocol, preparing our staff to become true agents of change. Thus, all partners are committed to protect the environment with the following list of actions that are part of the values of the project:- In face-to-face sessions, there are no plastic waste emissions.- Paper is no longer used in any of the project's processes or outputs.- Find the most environmentally friendly mode of transportation for the TPMs.- Preferential use of collective and less polluting modes of transportation for transportation between the hotel and the event site.<< Results >>TANGIBLE RESULTS:- In PR1. A Self-evaluation tool; a handbook for teachers and 24 online tools for students on intrapersonal skills.-In PR2. 24 training modules for teachers and 24 offline tools for students on interpersonal skills. - In PR3. 24 short videos meeting the heroes. - In the Multiplier Events (E1-E5) the project consortium will celebrate workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime.- In the training activity (C1) the result will be a train-the-trainers for 12 staff members in order to test and develop in practice and with real targets the tools and competences described and developed in P1 and P2. RESULTS RELATED TO MANAGEMENT- Managing guidelines;- Reporting procedure and administrative guidelines;- 4 transnational meetings + meeting minutes.- 4 intermediate online meetingsRESULTS RELATED TO QUALITY AND EVALUATION- Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.- Evaluation Reports: mid-term and final evaluation report, Project Results reports;- Project risks analysis.RESULTS RELATED TO PROMOTION- Project graphic design;- Social networks profiles;- Project website;- Project mailing list;- Newsletters;- Informative brochure; INTANGIBLE DIRECT RESULTS:Developed knowledge and skills of adult trainers and trainees taking part in testing project outputs on how to manage their emotions.Increased awareness of the need to manage the adult trainers emotions in their formative process.Introduction of good examples) in organisations taking part in the project; ADDITIONAL OUTCOMES FOR PARTNERS:• Developed knowledge and potential of partners through international collaboration, experience sharing, and shared learning;• Closer cooperation between partners;• Partners' reputation as innovators and proponents of new approaches has been enhanced.

"<< Background >>With this project, our aim is to bring all students at-risk in education as far as possible. Because in the system of education, all students don't have the equal conditions and opportunities. While these diversifications in life conditions become a chance for some, they become a predicament for others.This situation generally results as academically, sociological and psychologically loss of the students. When we concentrate on this problem, we obtain justified reasons (Having divorced parents, no parents, living with step-mother or step-father, having financial problems, chronic health problems, psychophysiologic disorders, even experiencing stress with the increasing amount of the homework, etc.).The students who have experienced these various kinds of problems are defined as at-risk students. They mostly can not adapt academic and social life among peers at school because of either their low self-esteem or aggressive behaviours.According to 2018 Eurostat statics one out of ten young people in the EU have completed at most a lower secondary education and are not in education and training.These statics show that the problem we face is not regional but it is a universal problem in education.The statics of this situation can be seen on ""ec.europa.eu/eurostat/statics"" link.The results of risk maps and questionnaries that we and our partners applied to our students for needs analysis also demonstrate that as being different schools in different countries we encounter common problems in education with some of our partners.The negotiations made with our partners also show that for further education we face common problems with some of our partners at our schools.However our partnership also consists of those who have found solutions to these problems and have the knowledge of necessary tecniques that should be applied against these problems. From this aspect we thought to study on this problem in a universal dimension.The partners from different countries have different competences and this will provide our project a multidirectional implementation. And our project's impact area will become universal. All partners from different countries have different knowledge and experiences .With this various point of views, we plan to carry out a well-rounded study with the help of our project. . The outputs and results of the project are designed for the target groups all around the world. Carrying out the project in international level will contribute to reach our goals effectively.By using the effect of music on these students, we aim to reduce or wipe out the negative attitudes towards education.We also aim to reveal hidden talents of the students.Various studies have found that the benefits of music are countless.According to these researches, music can positively impact students at-risk in the realms of communication, behavior management and academics; even self-esteem and reduced anxiety are noted as benefits.It is also an excellent way to relieve stress, which is significant for students who may feel overwhelmed by school-work and try to balance extra curricular activities.It has been found that music can reduce burnout and improve mood states. Music is also important because it will give students a way to connect with other people. Creating a school band or small ensemble or encouragings participation in a chorus will allow students to work together. Another reason music is so important is that it integrates so many different subject areas all at once. Not only will music allow children to develop their musical skills, it will also give them the opportunity to work on their math skills, reading and writing skills and history knowledge.<< Objectives >>In education we don't always encounter sociologically and psychologically normal students. Each student is different from each other in many conditions.While the life conditions of some students are suitable for being well-educated, for some others, conditions are compelling. With this too much diversity in their life conditions, we can't expect the same success from all students. While some of the students can be very successful, some others can not show any improvement in education. When we concentrate on this problem, we obtain justified reasons (Having divorced parents, no parents, living with step-mother or step-father, having financial problems, chronic health problems, psychophysiologic disorders, even experiencing stress with the increasing amount of the homework, etc.).The students who have experienced these various kinds of problems are defined as at-risk students. They mostly can not adapt academic and social life among peers at school because of either their low self-esteem or aggressive behaviours.According to 2018 Eurostat statics one out of ten young people in the EU have completed at most a lower secondary education and are not in education and training.These statics show that the problem we face is not regional but it is a universal problem in education.The statics of this situation can be seen on ""ec.europa.eu/eurostat/statics"" link.The results of risk maps and questionnaries that we and our partners applied to our students for needs analysis also demonstrate that as being different schools in different countries we encounter common problems in education with some of our partners.The negotiations made with our partners also show that for further education we face common problems with some of our partners at our schools.However our partnership also consists of those who have found solutions to these problems and have the knowledge of necessary tecniques that should be applied against these problems. From this aspect we thought to study on this problem in a universal dimension.The partners from different countries have different competences and this will provide our project a multidirectional implementation. And our project's impact area will become universal. All partners from different countries have different knowledge and experiences .With this various point of views, we plan to carry out a well-rounded study with the help of our project. . The outputs and results of the project are designed for the target groups all around the world. Carrying out the project in international level will contribute to reach our goals effectively. So, by using the healing effect of music we are aiming to involve students at risk in the system of education and in order to reach our goal effectively, we also want to train the teachers by means of the seminars and workshops (that will be carried out throughout the project)about the effect of music and musical activities on the education of students-at-risk.We will use music and musical activities as an alternative teaching method for purpose of endearing school to students at risk. By this way we aim to serve also their academic success implicitly .To support our project,we created an Etwinning project in the name of ""Musical Journey"" with our partners about music,musical activities and musical instruments. In this project we are aiming that these at-risk students increase their self-esteem in positive and improve their academic and social skills by concentrating on the healing effect of music in education. Skills such as working in teams , communication, self-esteem , creative thinking, calmer attitudes, imagination, discipline, study skills and invention can be learnt and improved through the study of music.And to support our project we aim to produce two outputs. These are a guideline with a registered ISBN, ""The basics of Music Therapy for students with special needs"", and a Curriculum program ""Music Therapy for supporting the student with special needs.""<< Implementation >>In our project we will have 3 transnational meetings (Poland, Spain, North Macedonia). To these meetings, two participant teachers will attend from each country. In these meetings the teachers will have seminars about the project topic and they will do some workshops, study visits and other subject related activities. And we will have 2 LTTAs. They will take place in Turkey and in Romania. In these activities, 4 students at-risk and 2 accompanying teachers will attend from each participant school. Our NGO partner will not attend these activities.In these activities all participant students and teachers will have seminars and attend different kinds of activities.We will also carry out following local activities at our schools:1-During December 2021, we will create a 'Music Corridor' at our schools.We will put all kinds of musical materials such as the photos of disadvantaged musicians, their life stories, photos and information about musical instruments etc. on the wall of our school corridor.By this way, we aim to draw the attentions of all students and of those who come and visit our schools.The photos of this corridor at all partner schools will be published on our school's website, project website and on our eTwinning project space.2-Within January 2022, in all partner schools a film in the name of ""Whiplash"" will be watched by the students. In this movie, the story of a young musician and the difficulties in his life are told.3-During March 2022, the students-at-risk and other volunteer students will write a letter to their favourite musician and they will insert the lyrics of this musician to their letters. Then these letters will be exhibited on the walls of the music corridor.4-During May 2022, in each partner country school, a school trip to a musician's house will be organised.The students will visit this musician's house and they will get information about the life of this musician, his works,his clothes and his belongings.5-During September 2022, in each partner schools, classsical music will be played to students in all their break times.6-During November 2022, all partner school students-at-risk and other volunteer students will create a 'Pictorial Musical Instruments Dictionary'.In these dictionaries they will give information about what materials they are made of and how are they played.7-During January 2023, in all partner schools, 'School Corridor Concerts' will be organised.In these concerts the participants will mostly be the students-at-risk and they will play instruments and sing songs. The other students will watch and have fun all together. The parents of students-at-risk will also come to school and watch their children's performances.8-During March 2023, the students- at-risk and other volunteer students will make a 'Rhythm Work'. These students will do these activities with the accompany of music teachers.For this activity, the students will use different kinds of rhythm tools.These tools are called 'Percussion Instruments'.They are tambourine,timbrel, tomtom,maraca, etc.9-During May 2023, the students will create a musical instrument by using recycled materials. And these materials will be exhibited at all participant schools after the activity.All these activities carried out in TPMs, LTTAs, and local activities above will be published on our school's website, project website and eTwinning space. And after each TPM and LTTA we will prepare a Newslatter, that includes the photos and information of the activities carried out during these activities.<< Results >>As a result of the project, all partner schools will be in a good relation with the students at risk.They will not evaluate them by just looking at their academic success.They will also deal with the underlying reasons of their academic failure and by this way they will try to create different kinds of supporting activities for these children .The results of this approach will also make a positive effect on parents of these children.They will also notice the success,effort,intelligence and talents of their children and so they will do all required things for the education of them.This project will also be beneficial in order to strengthen the relationship among all participants,because they will be directly involved in the project.And it will be advantageous for all schools in the long run.It will also be beneficial to involve the parents to the system of education actively.And with this positive atmosphere at schools,we will help more students attend and love the school.As another result of this project, the teachers will improve their skills with different qualified activities and this will also effect students positively.Their motivation, and determination to succeed will increase,so they will be better educated.By seeing the improvement in themselves, they will be more eager, more sociable,more creative,more self-confident and more successful individuals.As a result of this, the improvement on education at our schools will be noticed by other schools in our cities; the methods and accomplishments of our schools will serve as models in terms of development of other schools.After implementing Erasmus+ projects, schools gain an international qualification and this side of the process make the schools to work onthese projects in the future, as well.After this project we will go on dealing with music and musical activities at our schools.We will try to add some other kinds of musical courses to the previous ones.And at the end of the project we will exhibit our materials created during the project on our music corridors at schools. By this way we will make them known by all schools in our cities, so they can benefit from our work.We will also continue to emphasize the importance of music on the education of students at risk.Besides this, we will also pay our attentions to produce two outputs. These are:Outputs: IO1: A Guideline with a registered ISBN"" ""The basics of Music Therapy for students with special needs"": A set of instructions to improve the skills and competences needed to cooperate with students in special needs. IO2: A Curriculum program, ""Music Therapy for helping students with special needs"" : To develop the students-at risk in terms of effective communication,corporation,creative thinking, entrepreneurship, critical thinking, searching and questioning, problem solving skills by integrating Music Therapy inside the schools.Our other outcomes are, our project website, our etwinning project, project pages on different social media platforms and the materials(videos,photographs,newsletters, musical instruments created by using recycled materials etc.) collected throughout the project."

"In this project, our target group was the students;•whose parents are divorced or separated•who have emotional problems•who have behaviour problems•who have difficulty expressing feelings in words•who are low academic achievers with low self-esteem and experience little school successEach year, thousands of children and teens in Europe experience divorce or separation of their parents. The process or separation is challenging life transition for children and teens. During a divorce, they often feel a variety of conflicting emotions. Anger, sadness, worry, relief, confusion, guilt, embarrassment, loneliness and nervousness - these are all common emotions that these children or teens experience when their parents divorce or separate. Besides, they have sleeping problems, decreased self-esteem as well as difficulty in school work and other activities. As a result, all these trouble can be manifested as withdrawn or aggressive behaviour. The students, who have experienced the problems explained above as a result of their parents divorce or separation, are defined as at-risk students. They mostly cannot adopt social life among peers at school because of either their low self-esteem or aggressive behaviours. In this project, we aimed that these at risk students increase their self-esteem in positive and improve their social skills through art and drama activities. Because, if the student is not able to cope with the problems and does not get enough support, he/she will not feel himself/herself as a part of the school and early school leaving may occur. Our objective was to provide these students with understanding and support in order to prevent early school leavings. The activities in this project aimed to support these at risk students at our schools and help them work through feelings, concerns and frustrations regarding the divorce.We planned to explore the definition of ""at risk"" students, whose parents are divorced and the possibilities that involvement in the art and drama can aid these students to navigate the dangerous pathways away from failure and risky behaviours. One of the shortcomings of traditional education structure is that relationships with teachers may be caring, but they are not easy to sustain. At-risk need relationships that are both caring and stable. They need to build a sense of trust and have time to communicate the complexity, frustrations, and positive aspects of their lives in and out of school. We know that only after creating a strong relational base will an adult have the platform to be a source of enduring and cherished advice to a student. We, the teachers took part in the project, planned to earn it by building a relationship through one to one interviews, art and drama activities.The aim of our project was to place art and drama as a strategic part of learning process and to show that the skills that children of divorce glean from art and drama experience have an impact on both individual and the whole school culture. We suggested that for these at risk students, art and drama would offer solutions to issues they face; these issues include problems involving personal space, patience, self-esteem, completion of work and complex thinking. Art and drama allowed at risk students to represent externally what takes place internally. These activities placed students in a leadership role when they might not be chosen as a leader in a traditional academic school setting.During the two years period of the project, we made 13 sessions with our target group of students. These sessions included art and drama activities. Using a specifically prepared curriculum to address the needs of kids in divorce, children did activities through play and creativity to help express and talk about their feelings. The Art and Drama teachers had decided the activities, that we planned to use in the project, by the guidance of counsellors at our schools and Latvian partner. These activities helped these students to express themselves in a society, raise their self-esteem, share their feelings, control their anger and, most importantly, to see that there are many people with the same problem in different countries too.At the end of the project, we expected ""at risk"" students whose parents are divorced:•Increased possibilities using art and drama for social, emotional and physical development of students at risk;•Increased possibilities to communicate with pupils with similar situation/ interests from other participating countries;•Increased competence in foreign languages and greater understanding and responsiveness to social, linguistic and cultural diversity through communicating with pupils with similar interests from other participating countries;•More positive attitude regarding school education and the role of education in the future career, contributing to the diminution of drop-out rate.The results are uploaded on the project website and are free downloadable."

<< Objectives >>Gender-based bullying is a type of bullying whose main cause is related to one of the axes that cross gender: gender expression, gender identity, sexual orientation or even corporeality and biology. AGDISTIS goes into this reality and wants to help teachers to deal with non-normative gender behaviour and develop:- an attitude based on self-confidence in students who present this diversity.- an attitude based on diversity of values and respect for others in all other students.<< Implementation >>WP1 Management and qualityWP2 Desk research and compilation of best practices in the management of sexual diversity in the educational system.WP3 Training system for teachers in emotional intelligence applied to sexual diversityWP4 Toolkit for implementation in Primary School addapting EI to the acceptance and integration of sexual diversity in the classroom.WP5 Promotion and dissemination• 3 multiplier events• 3 TPM<< Results >>TANGIBLE RESULTS:• A European desk research.• A handbook for managers• 24 training pills• 24 practical tools• 2 trainingsRESULTS RELATED TO MANAGEMENT- Managing guidelines;- Reporting procedure and administrative guidelines;RESULTS RELATED TO QUALITY- Evaluation tools and reports.- Project risks analysis.RESULTS RELATED TO PROMOTION- Project graphic design;- Social networks profiles;- Project website;- Newsletters;- Informative brochure