4motion (LU), the European Peer Training Organisation (EPTO - BE), the Universal Education Foundation (UEF - NL), Ofensiva Tinerilor (RO), AMO Reliance (BE) and the European Institute of Education and Social Policy (EIEPS - FR) united forces for an ambitious project aimed at radically improving the lives of school students by developing their appreciation of their fundamental inner diversity: Potential4Life (P4L).The project developed a new educational programme led by school students aged 16-18 who supported their younger peers aged 12-16 in understanding their inner diversity. This programme enables participants to:- discover their own and others' ways of learning (metacognitive abilities);- feel empowered and better participate in their learning processes and environments;- (re)gain motivation, self-determination and resilience. Interactive face-to-face activities are supported by tools such as board games and digital media: videos with testimonials and tutorials on how to implement the activities, and an app that helps pupils understand their way of learning. The project also included an action-research piloted by EIEPS which used the experience drawn from the local implementation and testing phase in 3 EU countries to feed and further develop the training module. PROJECT MILESTONES:- 1st transnational meeting (17-18/05/16) – LU: all partner organisations and the advisory group met in Luxembourg, hosted by 4motion. The action-research action methodology was defined and definitive allocations were made among each of the partner organisations of the work in developing the training programme and materials.- Prototype Programme Development (04-08/16): A core group of representatives from the partners developed a prototype programme, which was drafted in a 130-page pedagogical manual and 50-page journal, later translated in 3 languages (French, German and Romanian).- Training Activity for Partners (8-12/08/16) – Harzé, BE: hosted by AMO Reliance, the partner organisations selected representatives who would deliver the first round of trainings in the school to be trained over a five day period of introduction to the agreed materials and workshop procedures, and how to facilitate and evaluate the sessions.- Local implementation (09/16-10/17): this phase included mostly the training of young peer training, workshops by peer trainers in schools, coaching and evaluation. Local implementing partners were 4motion (LU), AMO Reliance (BE) and Ofensiva Tinerilor (RO) working in conjunction with local schools. This period included 3 “field visits” carried out by the EIEPS researcher for proceeding to interviews with all stakeholders.- Development of game and digital media formats (09/16-06/17): parallel to the local implementation, was the development of interactive game and digital-media based tools that can be used as stand-alone and will support students and teachers in fulfilling the aims of the programme. The digital media tools include video testimonials from peer trainers and secondary school students about their experience and tutorials on how to implement the activities.- 2nd transnational meeting (11-12/03/17) – Arad, RO: hosted by Ofensiva Tinerilor, all partner organisations met to share feedback on how the project was running in schools so far and made adjustments for the second half of the implementation.- 3rd transnational / evaluation meeting (16-17/10/17) – Brussels, BE: hosted by EPTO, all partner organisations met to present feedback gathered from students and teachers in each of the schools. The project was thoroughly evaluated and the materials finalised.- Multiplier event (18/10/17) – Brussels, BE: hosted by UEF, the event proposed a taster workshop and an overview of the project, its motivation, approach, methodology and results (action-research and intellectual outputs), involving the audience in a conversation about its future development.Throughout the project, 17 partners, 20 peer trainers and 175 students were trained; 3 local and 2 EU NGOs were equipped with educational resources to help youth in difficulty at school. The action-research has shown that by participating in P4L, youth are better able to:- improve their self-confidence regarding their learning;- appreciate that each individual has a unique approach to learning ;- identify their intrinsic motivation for learning – that is motivations other than grades or teacher or parent pressure (which might be considered as extrinsic motivation);- identify their preferred learning strategies;- articulate their own learning preferences and be able to ask for support from their teachers, parents and peers.Due to its demonstrated impact on students’ well-being and the momentum created among partners, P4L will continue after this EU funding, with a stronger focus on involving teachers and parents, combining the app and Board game with the pedagogical programme, and conducing a more robust evaluation process.