Young people (in their adolescence and their tween-age, aged 13-20) are in the process of identity formation, and this is the time when their self-esteem, self-efficacy is also built. This process is connected to their feeling of agency – their feeling of control over their lives (Zimmerman and Cleary, 2006). Being an agent in your life have a clear connection of seeing why to finish school and be able to work. Rates of early school leaving (12,1% EU average, with a peak of 12,5% in Hungary, 14% in Italy) and increasing, as well as a 14% in Italy from partner countries), as well as of youth unemployment (14,9% in the EU).Schools, and especially teachers have a very important role in both tackling these challenges of social background as well as tackling the everyday phenomenon of bullying within school. However this is a field, where teachers feel on unsafe grounds, as original teachers training is less focused on this area.What teachers face that usually there are no available psychological / mental health help for young people, even less at the countryside, and they have to deal with these issues themselves if they want or not. They themselves feel helpless several time, and need support.This project aims exactly at that: assisting teachers working with these problem-facing young people, to gain methods, which can be used in the difficult peer-to-peer situations, including peer-mentoring. During our project, after analysing what can be well implemented locally, we would like to develop a reference frame / national adaptation plans for schools, a toolkit for teachers, a teacher training curriculum, and run pilots, and finally develop an Empowerment Platform for gaining access to materials, case studies and online help.