The rhythm4inclusion project directly addressed the need to promote social inclusion in European Classrooms by developing, piloting and applying an innovative methodology to combine music and dance to promote social, emotional and learning skills of students focusing on mixed classrooms that include children with special needs. The innovative learning approach promoted by the project is the use of rhythm to enhance the students' skills and create an atmosphere of collaboration and respect in the classroom. The project partners have years of experience in using arts. In specific dance and music integration in traditional school curricula. They have also undertaken significant training programmes to enable teachers to use the arts in their teaching practices. This project moved one step beyond to focus on rhythm (both in music and in dance and their combination) and piloted ways to use rhythm to promote student engagement and collaboration while at the same time promote classroom management for effective inclusion of all children in the learning process including children with Special Education Needs.The involvement of participants in the different activities of the project proceeded gradually starting with the participation of the partners’ personnel and selected artists and teachers directly linked to the partners, from the start of the project, and ending with a wide participation of artists and teachers in pre-primary, primary and secondary education during the online training programme of the project that was implemented in the last semester of the project.The project developed a curriculum and implemented an online training programme offering to the teachers the necessary skills and knowledge to promote inclusive learning by using arts and in specific music and dance, secondly by acquiring psycho-pedagogical skills and knowledge that enabled identify the unique characteristics and needs of their students including students with Special Education Needs and build an atmosphere of collaboration and trust in the classroom in an engaging way. The project also promoted the acquisition of digital skills by teachers and developed a Digital Competences Assessment Framework that is inline with current developments on EU level (DigiCompEdu framework).The number of participants in the online training programme organized by the project reached 230. Most of them were teachers in primary and pre-primary education. Furthermore, teachers in secondary education and artists have actively participated. Several participants were teachers in Special Education. During the implementation of the training programme, apart from following the weekly webinars and accessing the training materials prepared by the project partners, the participants were able to discuss the applicability of the rhythm4inclusion approach and how it can enhance their daily teaching practices. Lesson plans that showcase the rhythm4inclusion methodology in the form of rhythmical exercise were developed by participants at the end of the training programme. A final evaluation questionnaire was also distributed to them. The results collected clearly demonstrate the effectiveness of the rhythm4inclusion approach and the need of teachers to use this approach in order to effectively address student inclusion and create a collaborative atmosphere in the classroom while promoting creativity and playful learning that engage students and cultivates important psychosocial skills.An important aspect of the project was its dissemination strategy, starting from the first phase of the project, to reach the greater number of teachers, raise awareness about the project topics and diffuse project results in the wider possible audience. Several dissemination events were organized including a number of multiplier events, one in each participating country and a final project conference organized in Edsbyn, Sweden by the coordinator that was organized as a blended event with local and remote participants, thus extending the possibilities of participation and sharing the project results. Scientific publications and articles in local media and TV reports were another important means of dissemination. Two special sessions were organized with the context of the IMCL 2019 and the IEEE/EDUCON 2021 conferences.