s our project title states, schools have to face challenges and offer strategies and paths to provide students with alternative viewpoints and attitudes to cope with them. Although all partner countries belong to the European Union and a globalised society and have similar challenges to face, each country chose and worked on the most relevant and urgent challenge for its school, namely: Inclusion in the classroom (Belgium) Awareness and intervention on violence because of gender (Spain) Integration of national minorities (Lithuania) Virtual life taking over real one (Hungary) Respect matters - prevention strategies against cyber-bullying and other conflicts / learning from team work (Portugal) Inclusion of pupils from other islands with different linguistic and cultural background (France, Ile de la Réunion) All the challenges chosen are of social character and belong to civic education and we dealt with them following the basics of strategic planning: Understanding the problem Contextualizing the problem Intervening in the problem. These steps constituted action strategies to reach the main goal of the project: sensibilising, acquiring criteria and positively acting in relation to the social challenges dealt with. By following the methodology of strategic planning, each of these strategic actions were divided into dissemination and educational activities, implementation indicators and impact indicators. As project based learning is widely used and considered effective in education nowadays, this project’s approach can/should be used in partners’ school projects both in curricular subjects and extra-curricular activities. The project's objectives were as follows: 1. Raising awareness in our young people of each social challenge, providing them with an opportunity to develop their understanding and discuss issues affecting their lives in their respective countries and their communities. 2. Providing and acquiring criteria to intervene, through a variety of activities including workshops, case writing projects as well as games, role-plays, discussions, debates and collaborative activities. 3. Positively acting, thus developing and improving the level of key competencies and skills of young people necessary for active and committed citizenship and participation in life of their respective countries.The results accomplished throughout the whole project were the following:- students increased their ability to acknowledge that some individual behavior patterns are the manifestation of deep social issues.- students became aware of these behaviors in their environment as well as of these social issues.- our youth were enabled to propose intervention ways so as to mitigate such unhealthy and destructive patterns in the surrounding social groups.- target groups acquired greater intercultural awareness and appreciation of attitudes and cultures of other European countries- target groups acquired greater knowledge of social challenges other European countries are facing- teachers and students improved their foreign language skills- teachers acquired new strategies, teaching ideas, skills and materials for motivating pupilsAs for the project participants, not only students and teachers who participated in learning/teaching/training activities benefited from the project. About 350 of students, teachers, parents and other people from local communities took part in various project activities and became more aware of the project itself and the issues it dealt with.