The EsPeer consortium was interested in developing Peer Learning programs, such as:peer mediation, peer tutoring, project-based learning and flipped and blended classroom techniques. With this project our partnership's role and concern was not only to prevent ESL of the less motivated Ss but at the same time integrate them in our school life, sharing work and activities with the most motivated Ss, to make them feel integrated and part of a successful school. According to the objectives of the project, within the 2-year implementation, the following were successfully achieved:1. Due to the constant organization of the PL activities, in all of their forms (EsPEER clubs, PM sessions,PT lessons), the project consortium managed to reduce the level of ESL in highschool students by 15% (found in at least 50% Ss coming from disadvantaged groups (people at risk of social exclusion, families with low income, single parent families) in all the 5 participating schools2. Social inclusion was the key priority and 15% of the Ss coming from disadvantaged groups were primarily targeted in the PM sessions and PL activities on project level.3. Throughout all the implementation phases of the project and its designed specific activities, the reduction of negative social stereotypes were the core area of improvement. The project promoted respect for diversity and active citizenship within all the 5 schools and local communities through the involvement of all direct and indirect beneficiaries in the project activities (dissemination events, interactive workshops, PM sessions and simulations).4. By organizing dissemination events and the Final International Conference, the quality of education and the European dimension of the schools was greatly increased. The participating Ts, direct beneficiaries, developed personal and professional skills through the experience exchange during LTTs and during local activities with the Ss.The selected Ts shared their experience input by organizing the dissemination events and active workshops. 250 Ts (50/country) improved personal and professional abilities. The Final Conference involved a number of 200 participants,Ts,local decision-makers and school stakeholders.5. An international network of resources centers and helpdesk was created. Each of the 5 partner schools offered valuable guidance and counseling as far as PL strategies are concerned to schools interested in developing similar programs. Learning activities were the resources that were provided in each participating school or at the consortium level that helped achieving the learning objectives of the EsPeer PL program. Thus, every LTT activity had a different topic based on the main theme of the project:Peer Learning.The LTT activities introduced the participants to new skills and competences to be acquired, such as peer mediation skills (learnt through the PM simulations and training in C1 in Romania), peer instructed flipped and blended learning skills (through practical workshops in C2 in Greece), PT skills (during C3 in Belgium), peer learning skills (through team building workshops in C4 in Lithuania) and peer assisted project based learning skills (developed through collaboration and group work during the online meeting C5).A number of 812 Ss (312 who were categorized as being at risk of early school leaving and 500 who were interested in taking part in the volunteering activities on PL) were involved in the project activities as direct and indirect beneficiaries. Each partner contributed to the common guides on PT and PM, as final results of the project.Each school contributed to the organization and management of the LTT activities:the 1st LTT activity involving Ss and Ts was hosted by the Romanian school, which provided the PM training for Ss and coordinated the writing of the PM Guide. The 2nd LTT was managed by the Greek school which coordinated the S-T activities on Peer Instructed Flipped and Blended Learning techniques. The 3rd LTT took place in the Belgian school which provided the PT training for Ss. The 4th LTT activity was held in the Lithuanian school which provided peer learning activities through team building and coordinated the writing of the PT Guide. The 5th LTT activity was held online by the Turkish school. Due to the pandemic situation all over Europe, travel restrictions made the actual meeting impossible which led to the online development of the LTT. The last activity was a final Conference coordinated by the Romanian team,where the host school launched the EsPeer Resource Centre and Helpdesk and all the results of the project were presented.One strategy that the partner schools have planned to use and will continue in the future is engaging volunteers (students and teachers) for performing PL activities. Thus, the EsPeer clubs formed in the partner schools develop activities with high school students and have the following topics: PT, PM, Peer led debate, Snowball and Arts and Crafts.