Bullying is a conscious, desirous, intentional and unfriendly behaviour to harm others. The project aimed to understand and to stop bullying in the schools through awareness, empathy and education. The aim was to stop bullying before it starts so most of our effortsdirected to support positive peer relationship and to provide for students empathy. The main target groups of the project were teachers, bullies and students, especially students with SEN. Parents and relevant stakeholders such as school principals and counselors in the same region were the final beneficiars.It is a fact that nobody is ever born a bully that bullying is a learnt behaviour which could be changed. The project focused on physical bullying (such as hitting, tripping, pushing and shoving), virtual bullying (such as insults, teasing, abusive language, nicknaming), cyber bullying (bullying on-line or via phone) and social exclusion (being purposefully ignored or excluded from groups). Each of them has long-lasting negative consequences that have a huge impact on students' self-esteem, social lifes and mental health such as anxiety and depression.There is no single solution to bullying which will fit all schools. So the project had a diverse range of practices, strategies and advices through the primary school curricula. First of all, empathy is an efficient tool to teach social skills, to practice them through role-play and games, and to teach children how to deal with various social situations through drama lessons. National childhood game tournament was another device to build up a meaningful bond between the school and bullies who had loss of interest in academic achievement. Also games had therapeutic benefits that gave children an opportunity to express troubling aspects of their lifes. During the project period schools exchanged the games to learn other cultures and to maximize the group work. The project implemented in five units: Identification of students at risks, improving communication methods, improving teaching methods, preventing bullying and ESL and cooperation.Questionnaires and interviews are essential and effective tools to discover who is usually the victim and why, and also to see the changes of variences in percentage values. Counselor prepared and applied the school questionnares for all students in the school and class teachers prepare dand applied questionnaires which were a few short-answered questions in order to find the isolated students and to observe the changes in peer relationships.On the other hand abusive relationships can lead to chronic school adaptation issues such as early school leaving. Reducing the avarage share of early school leavers less than 10% by 2020 is one of education headline targets of the Europe 2020 strategy. (http://ec.europa.eu/europe2020/index_en.htm) Early school leaving now at 11,1% in Europe. (http://ec.europa.eu/education/library/publications/monitor14_en.pdf) The project aimed to cope with this problem successfully through presented flexible educational pathways which help students understand their own strenghts, talents and different success options.Moreover another strong argument of the project was about the guidance in the schools which was provided through interactive methods such as monitoring, coaching, one-to-one guidence. Every particular reported bullying events was discussed by school counselors.Throuhout the project there were three TPMs and four LTTs which were dedicated to specific subjects (improving positive peer relationships, physical bullying, virtual bullying, social exclusion, cyber bullying and early school leaving) and a round table meeting with relevant skateholders in each country. The objectives of TPM and LTT were to try out new tools and methods and to exchange the experiences and to report the key cross-cutting questions which were systematically considered by each subject matter team.Inclusive education was another important issue for the project given that most of the victims of bullying are the students with SEN. The project offersed the peer advocacy to prevent bullying events in the school. There were selected students to advise bullies to stop directly, but if the speaking was too hard or not safe, they adviced them to walk away to talk to an adult.During the project preiod, leader partner used the co-active strategy by sharing authorship and tasks in flexible ways according to their skills, interests, ICT competences and being certified on relevant issues.Each school made questionnaries one month before the financial and progress report to enable the project evaluation team to discuss and analyze the survey results and current percentages. By the end of the project we got 5%-10% decrease in the first average share of bullying. All project workshops, Ms, Cs, seminars and results could be easily followed through project web-site which provides an open access.To sum up the project was implemented succesfully by all parnerships.