"“Literature - a Framework for Social and Emotional Learning” is an Erasmus+ strategic partnership, exchange of good practices between schools from Greece, Italy, Portugal, Spain and coordinated by a Romanian school.Each year, the partner schools realize different analyses about the school progress of the pupils, their state of well-being and academic results, about their problems of integration in the school environment due to the socio-economic problems, family problems or of other types of problems.All the partner schools from Greece, Italy, Portugal, Spain and Romania identified similar problems among their pupils in the last two years:- insufficient school programmes dealing with the acquisition of the 21st century skills;- lack of new motivating teaching-learning strategies and methods centred on pupils’ needs;- too much theory provided, not skills or practice.- pupils’ social, civic and intercultural skills, the well-being, are at a low level. 30% of the pupils (the target group) in all partner schools come to high school from different social backgrounds: rural areas, different economically disadvantaged areas, single parent families, immigrants, different ethnic groups. They do not know how to react in the new educational environment and they do not feel integrated, they become bored, hot-tempered stubborn, even aggressive, low emotional well-being. Some of them present symptoms of stress or isolation. All these lead to poor academic results and early leaving school.Being a European issue, a European approach is needed, so we chose to develop an Erasmus+ project on this issue.The general objective of the project is to create a preventive intervention strategy based on the acquisition of the 21st-century skills through literature in a non-formal, interdisciplinary and European context.Specific objectives:O1. The creation of a preventive strategy based on social and emotional learning with impact on the social, civic, intercultural, the soft skills of the pupils from the 5 partner schools by the end of August 2020, and its implementation during the project and in the 3-year sustainability period.O2. The improvement of pupils’ well-being, social and emotional, civic and intercultural skills, motivation and active participation, for at least 40% of 810 pupils (the target group) in the partner schools by the end of 2020.O3. Teacher training in social, civic and emotional learning for 8 teachers from the 5 partner schools in 5 short-term joint staff training events by the end of the project.The pupils involved in the project count 810. That is 30% from the total number of pupils from the partner schools, aged 12-18.They are from heterogeneous groups, learning in schools with different profiles and specializations: theoretical high school specializations and profiles, VET specialization and profiles. This situation gives us the opportunity to combine different expertise of teachers from different domains and specializations.This project proposes to be:1. active-participative. It will provide needs-based interactive forms of learning to help our pupils acquire new skills;2. focused on personal development for teachers and pupils (self-awareness) and social, civic and intercultural skills and competences, social awareness;3. explicit. The target is represented by specific social-emotional skills.The prevention strategy is correlated with the planned activities of the project which address to universal interventions and selective interventions, subgroups with risk factors, poor academic achievement etc.The dissemination of the strategy of prevention and acquisition of social and emotional skills in the partner schools and communities will have as a result a targeted example of good practice at the European level with positive effects on pupils’ well-beingThe use of literature as an instrument provides pupils with insights into their own life situations; the literary texts will initiate and stimulate debates and conflict resolutions; they will reduce anxiety and risky behaviours.Concrete results and final products of the project: “The Living Story of Cultural Identity”. Each partner country writes a chapter of the book, “Bibliotherapy. Didactic Resources for Mind and Soul”, a collection of texts from the literature of the partner countries with lesson plans, videos, non-formal methods and examples of good practice for the acquisition of social, civic, intercultural and emotional skills and competences through literature and as a prevention strategy for risky behaviours, inadaptability and social exclusion, “e-Dictionary of Positive Language"". The short-term joint staff training events and the teachers collaboration contribute to the creation of strategy of prevention and acquisition of new social, civic and intercultural skills and competences, its application in the projects partner schools and its sustainability on long term through activities and Erasmus+ projects."