<< Background >>Equitable education systems play a role in making European societies fairer and more inclusive. Educational institutions should ensure equity in education so that every student can reach own potential and realize own talents and competences, becoming an active and responsible citizen. Despite the efforts to implement the strategic framework for European cooperation in education and training to reduce early school leaving at 10%, in several EU countries the rate is over the EU average of 10,3%. Many the consequences for young generation: exit from the educational system without minimum competences (more than one in five 15-year-olds in the EU cannot complete even simple tasks 21.7% in reading, 22.4% in mathematics and 21.6% in science in the testing domain - Pisa results 2018); failed of citizenship key competences useful to realize own project and to participate actively to the society, risk of social exclusion and to live in poor condition. The Covid-19 pandemic worsens existing problems and brings increased challenges that are likely to compound existing inequalities: all EU students have suffered a learning loss, have been demotivated to continue their study and to be engaged at school. The average of ESL in the next years will be grow with the risk of increase the number drop out and of more vulnerability and exclusion of disadvantages students. Teachers will be face the complexity of the classroom environment considering the multilevel cognitive and emotional competences of students, their demotivation to be engaged in the school life and the multicultural dimension. Challenges associated at this educational environment call secondary schools to renew their organization and teaching and learning approaches in a systemic and inclusive dimension. It requires to teachers to have capacity through innovative approaches to work in cross-disciplinary areas and identify the better learning approaches and processes addresses to personal formative needs of students, tackling educational disadvantage and preventing drop-out. The project aims to respond properly at the teachers’ formative needs achieving their competences from the point of view of pedagogical approaches, innovative tools and strategy to improve school performances and well-being and motivation. The objective of eliminating drop-out and encouraging school success for all should be promoted by a renew of teaching strategies and curriculum in an inclusive dimension. At the same time the project responds to the formative needs of vulnerable students supporting them with tailored innovative pedagogical resources (Multilevel Units and self-emotional awareness emotional education activities), custom learning processes, application of collaborative and peer approaches to facilitate the motivation and inclusion.<< Objectives >>Early school leaving is most often the result of a combination of personal, social, economic, educational and family-related factors, strongly intertwined and leading to cumulative disadvantage. In many cases early school leaving is the result of a process of progressive disengagement from education, linked to underachievement, whose roots may lie in early years. the complexity and multi-faceted dimension of early leaving is widely acknowledged and requires an equally multi-dimensional approach to adequately address its diverse causes. The schools play a key role to prevent and face the effects of early school leaving at school and the consequences for the youth future. Certain features of our education and training systems may exacerbate educational disadvantage, create additional barriers for learners who are struggling and hinder their educational pathways. systems characterized by poor teachers-pupils relationships, insufficient support for learners, lack of quality in education and training in terms of a lack of learner centeredness, inadequate awareness of educational disadvantage could be increase stronger social inequalities in educational achievement and attainment. The project aims to increase the capacity of the education system to face early school leaving by innovative and inclusive program and curriculum where learner is at the centre of the teaching and learning experiences and teaching is addressed to the personal formative needs. The project offers opportunities to enrich the potential of each youth and children valuing cognitive and emotional competences and prevent exclusion and failure at school. The inclusive and emotional curriculum will be tested in Italy, Austria, Croatia, Cyprus and Hungary, and widely disseminated in all Europe.<< Implementation >>R1: The report on the state of the art of innovative and inclusive pedagogical methodologies and practices-Country desk research on European system, policy, strategies, best practices, connected to early school leaving on diversity of learning style of students, of the multiple intelligences and on the motivation and recognition of non-formal competences;-Focus group with teachers, educators and students to exchange practices, formative needs, tools and materials;-Online survey to collect lots of information and feedback from a large pool of teachers and students on the well-being at school, positive and negative aspect of Dad, needs of vulnerable students etc;-Interviews with selected stakeholders and a shadowing activity, to observe people in their daily context;-Translation of the Road Map.R2: Inclusive and emotional Curriculum e induction training program-Training of trainers to share the methodologies and instruction to realize didactic units in an inclusive prospective;-Definition of a common framework to apply at the educational subject matters useful to develop educational resources for each country;-Developing Curriculum contents on inclusive and emotional dimension;-Training of teachers: blended course as testing the Curriculum;-Drafting and designing the framework of tools for the assessment of the course, addressed to teachers twice: at the beginning of the testing and at the end of it;-Translation of the Curriculum;-Drafting Guidelines for addressing the Curriculum.R3: Coaching activities at school: Testing inclusive and emotional curriculum -Identification and engagement of 3 hub in each partner country;-Conduction experimentation phase on multilevel didactic units: in each hub classes it will be carried out and monitored 18 hours of activities, involving at least 60 students per partner;-Drafting and designing the framework of a standardize and validate neuro-psychology questionnaire to investigate their cognitive area on Math, skills comprehension, problem solving ability, based cognitive function and emotional area;-Monitoring and evaluation of the activities led by teachers for the collection and gathering of evidences and suggestions also from the students and the other teachers to improve the curriculum program. R4: digital European inclusive and emotional platform-Gathering of tools and resources developed; -Creating the framework for transferring in digital all the resources;-Designing and creation of the digital platform:-Research for references for articles, websites and iconography- documentation to illustrate and complete the result will be searched by all expert partners-contributors of each particular result. -Creation of the contents;-Assessment of the contents;-Final review;-Translations.R5: Scientific publication-Drafting and designing of the framework of the publication;-Event and focus group in order to assess project results;-Identification of issues innovative tools and experts in the field of ESL to collect theoretical and practical experiences, effective tools and strategy to address vulnerable students, to promote well-being at school and to improve the schooling performances;-Validation and finalization by the Quality Assurance Committee;-Translation;-Presentation to the academic world and experts in education and pedagogical sector, and to policy makers;-Modeling of innovative learning methodology.During the project life-cycle cross-activities will be led by the partners. OII will coordinate the project from the management, timing and financial aspects designing a Management Plan. Also, Quality Assurance activities will be put in place to assess, validate and enhance guarantee of the quality of the results. It will be created a Dissemination and exploitation plan. All the partners will be responsible of conducting dissemination activities at local, regional, national and transnational level.<< Results >>The Covid-19 pandemic have exacerbated specific vulnerable aspect of education sector already existing before. In particular teachers need to acquire new skills in increase the motivation in their students and tackle early school leaving by innovating teaching and learning methodologies. At the same time, students need to have more than before equal access to education and the same opportunity in learning success. In order to build an education system more resilient, equitable and inclusive is the objective of the project the partnership wants to encourage the design, develop and testing of innovating Inclusive and Emotional curriculum (pedagogical practices and tools) for secondary schools, specifically tailored on students’ personal learning processes and skills.Thanks to the results achieved with the project, the Consortium will be able to provide specific training and tools to overcome some barriers (cognitive, social, linguistic and emotional) in learning environment, promote a more inclusive space for students at school and reduce early school leaving with an innovative approach.In specific:-R1: Report on the state of the art of innovative and inclusive pedagogical methodologies and practices will represent an overall situation in country members to evaluate the state of the art of the early school leaving during the Covid19 lockdown and the negative effects on the inclusion and formative success of vulnerable students;-R2: Inclusive and emotional Curriculum and induction training program. From the results of the previous activities, a European Curriculum will be design, develop and test at national level in each country. This innovative Curriculum is aimed to support teachers in creating an inclusive learning environment especially for vulnerable students and value the social, relational and emotional dimension of the learning process. -R3: Testing inclusive and emotional curriculum will be conducted to test the Curriculum activities and resources to collect evidence on the positive affective of tools and methodologies useful to support the vulnerable students to be engage positively at school in an inclusive dimension and useful to implement the curriculum program. -R4: Digital European inclusive and emotional platform that gather all the project outputs, pedagogical tools and stakeholder’s contribution;-R5: Scientific publication that gathers all the efforts developed during the life of the project (the report on the state of the art of innovative and inclusive pedagogical methodologies, the European Curriculum and the results of the testing).