"The project was based on the need to strengthen teachers' skills in the face of the multi-ethnic composition of classrooms, with a view to supporting all students, including migrant students, in accessing learning and inclusion.Indeed, schools often lack the tools to support the education of a growing number of migrants, many of whom are Unaccompanied Foreign Minors (UMNs), who have a right to education. The presence of migrant minors has multiplied in recent years in line with growing waves of migration characterised increasingly by young people under the age of 16, including unaccompanied minors. In particular, Italy, Greece and to a lesser extent Spain, as landing destinations, are countries of arrival of migrants and have to deal with the problems of reception and education of minors, while Northern European countries such as Denmark are destination countries that have been developing solid integration tools and processes for years. Therefore, universities, regional education authorities and training agencies from the four project partner countries IT, DK, ES, GR cooperated for 36 months to offer teachers new tools based on network synergies and ICT to improve their skills for inclusive education. The project has fostered cooperation between the educational and social worlds, as inclusion problems, if not solved in the educational process, have immediate repercussions in the social sphere, generating school drop-outs or increasing NEET rates.The project provided pedagogical and methodological-didactic answers through experiences carried out in secondary school classes in Greece, Italy, Spain and Denmark. The training course addressed to European secondary school teachers in multicultural contexts allowed the strengthening of teachers' skills necessary for the school inclusion of migrant minors, to avoid school drop-out and difficulties in learning school subjects.The project implemented a research of good practices among states, designed the training course in Distance Learning (DL) for ""Tutors of reception and inclusion of foreign minors within secondary schools in European countries"" regardless of the teaching discipline of the teachers involved.The course was tested on 80 secondary school teachers and 1312 students involved in the activities proposed and carried out in the classroom, of which 518 were migrant students (a much higher number than the 300 migrant students expected at the end of the project). A total of 1797 students were reached directly and indirectly. The project favoured the exchange of 60 teachers in peer learning activities and 60 social workers (educators/mediators/service workers/families) in round tables; it involved 23 staff members in mobility in the partner countries, more than 200 people in 3 multiplier events and local seminars, it implemented 5 transnational meetings for cooperation among partners.The training course in DL ""Tutor of reception and inclusion of foreign minors in secondary schools in European countries"" is divided into 8 training modules on specific topics (legislation, first reception, citizenship, relational communication, mathematics, L2, artistic-creative workshop, computer science) plus 2 extensions, one related to module 3 (30 hours), and one related to module 5 (30 hours), which the teachers enrolled in the course could use for possible substitutions of the planned modules.The modules were placed on the e-learning platform managed by Centro Linguistico di Ateneo of the University of Florence and enabled the eighty teachers selected in schools with a strong immigrant presence to train and apply the methodologies and tools proposed in each module: video lessons, texts, discussion forums, interactive tools, examples and tests. The training modules are available in the languages of the partner countries (IT, ES, DK, GR) and in English.The secondary school teachers learned, applied in their classes, elaborated and produced new ways of using the proposals which they then inserted in the same e-learning platform and forums to share them with all the other participants. The 80 teachers who completed the training received a certificate attesting to the knowledge, competences and skills they had achieved for each module carried out in accordance with the European Qualification Framework (EQF) level 5 training. The knowledge, skills and competences achieved by the teachers involved are recognised in the partner countries on the basis of a Memorandum of Understanding signed by all partners.The e-learning course will be free of charge and available in all European countries at the end of the project, as well as the Guidelines published in open access ETS edition. The course will be useful for all European teachers because it contains methods, processes and contributions from the experimentation carried out and materials useful for innovative approaches as they manage to combine education and social education.The project has enabled the following macro-objectives to be achieved, which are subsequently detailed in the achieved objectives section: - to strengthen teachers' skills and increase their professionalism with innovative tools - to improve the school learning of migrant and MSN students - to foster integration between education and the social/reception system - building more inclusive educational practices - to favour the full enjoyment of rights and the inclusion of disadvantaged groups. Target groups that have benefited from the actions undertaken (data collected from the reports sent by the partners to the coordinator at the end of the project and from the 80 participating teachers who completed the course):- Managers in the education sector n. 300- school staff involved in peer learning n. 60- educators/mediators/trainers/social workers participating in the working tables n. 60- Secondary school teachers n. 260 (of which 80 completed the e-learning course)- Students n. 1797 (of which 1312 directly involved in the teaching activities organised by the teachers who participated in the e-learning course, of which 518 were migrants)- Students' family members and members of local communities who benefited from the activities n. 1700- policy makers Stakeholders present at the events n. 400- Staff in mobility n. 23 Total direct/indirect beneficiaries n. 4600For participants, the impact was in different terms depending on the target group (see impact section for details): for secondary school teachers: - being more qualified and competitive - applying innovative methods and making teaching more attractive - improving relationships with migrant pupils and families - to become actors of social change by building inclusive practices in schools - contain the risks of early school leaving and the increase of disadvantaged groups such as NEETs; for migrant pupils/MSNA: - have more direct access to the content of school subjects thanks to more inclusive methodologies and didactics - have better school performance - improve integration and pathways into the world of work - avoid risks of social marginalisation due to early school leaving, social illiteracy, belonging to the NEET target group; for partners/staff - have a European pathway, available online and free of charge - foster change in school systems, local/national institutions - increase staff competences through comparisons and exchanges with EU countries; for educational institutions/authorities -improvement of training offer for teachers - increased capacity to respond to learning needs in the multi-ethnic society - improved educational policies with inclusive learning practices - limiting early school leaving and the NEET phenomenon."