<< Background >>Bullying is defined as repeated aggressive behaviors of a person or a group to hurt, upset and cause stress to a victim who is usually physically, mentally or socially weaker than the bully. Therefore, bullying can be considered to have three components; repetition, power imbalance, and intention to hurt physically, mentally, or socially. Well-known types of bullying are cyberbullying and peer bullying. Although it is not as prominent as peer-bullying or cyberbullying, there are other types of bullying that equally harm the school environment. The focus of the project is the bullying by school staff towards students and by students towards the school staff, which we call this type of bullying as ‘school-based bullying’. Studies have found that people at any age who have been bullied can experience negative psychological, physical, and academic results that directly affect schools' general success and lead to failure in schools. The psychological effects of bullying include depression, anxiety, low self-esteem, self-harming behavior, alcohol and drug use and dependence, aggression, and involvement in violence or crime. The physical effects of bullying can be obvious and immediate such as being injured from a physical attack.*Effects on Students: The environment in schools is very significant in terms of the development of students' academic success as well as their mental health. Negative experiences that may be experienced in schools cause long and short term adverse effects. Bullying is undoubtedly the leading cause of disruption and early drop-outs (Swearer and Hymel 2015; Hornor 2018). Interestingly, bullying can be committed consciously or unconsciously. Although, many school administrators and teachers state that there is no bullying in their schools, it is experienced in almost every school in the world. It is known that some schools try to hide and cover the presence of bullying. The problem is not taken seriously, it is ignored and covered. Behaviors such as mocking, insulting, threatening with marks (passing grades) knowingly or unintentionally are considered bullying types made by teachers. In any case, these can have devastating effects on students. It is seen that when the experts deal with bullying, the effects of bullying events decrease. On the other hand, perhaps the most important negative effect is that the school is an insecure, dangerous place if the bullying is not prevented. This increases the anxiety levels of the children and even the parents and teachers. As a result, there are various consequences such as the difficulty of expressing themselves, academic failures, hate towards school, insecurity for themselves and theenvironment, lack of bonding with friends, insufficiency and early school leaving. Therefore, it is clear that students should feel peaceful and safe in schools and for that, bullying should be prevented.*Effects on School Staff: As mentioned above, bullying does not only target students but it can also be directed at teachers and school administrators by students. This type of bullying also has devastating effects on school staff. For instance, teachers bullied by their students suffer from increased stress and depression, reduce motivation and expectations, and they start to question their professional abilities. Furthermore, the situation analysis that was conducted before the project activities take place to determine the level of violence faced in schools across Poland, 23% of the 650 surveyed teachers stated that they were exposed to violence by their students and 65.1%,16.9%,14.4%, and 3.6% of these teachers reported that they suffered verbal, psychological, physical, and sexual violence, respectively. However, even though this mutual bullying between students and school staff is a significant and recognized problem in partner countries as well as in Europe, very limited numbers of projects have been conducted.<< Objectives >>All partners in Prototype project have enough inspiration and ambition on how schools, teachers and parents can help reduce the incidence of bullying together with the project activities, also in dissemination and multiplying process.The fact that the staff at the partner schools are not sufficient and effective in solving this problem was essential factor in the preparation of this project. The inability to efficiently implement strategies to cope with the problems is also the reason for the preparation of the project. Bullying, either from student to teacher,teacher to student or among students, is of a great concern for all stakeholders in a school environment, including the parents as well. It is most desirable that both students and teachers have a satisfying, safe and sense of belonging at our schools. Because readiness for success and education depends on motivation first. We, as teachers, have always experienced that feeling uncomfortable retains students from focusing on lessons and academic success decreases in parallel. With this project, the professional qualities of the teachers in these schools will be increased, the problem of peer bullying and violence will decrease and the problem of early schooling and absenteeism will definitely fade away. Elimination of early school dropouts is to serve both the purpose of the Erasmus + program and to prioritize the EU 2021 strategy.Teachers can easily find the most appropriate ways to communicate both victims and bully students, the number of effective teachers will increase in the solution field by transferring our experiences with our partners. Other objectives are as follows: to learn the solutions applied in different countries and to discover the skills and key skills of our partners who are experiencing the same problem, to strengthen the teaching skills of school administrators and teachers to prevent violence, to ensure that the students who have suffered the violence are recruited to adopt common values, to ensure gender inequalities and disadvantaged groups end up with their problems by implementing integrated approaches<< Implementation >>Taking in the consideration of the necessity of the project as mentioned above, our project will focus on directly schools, teachers, and students. Our intervention model is by using well-crafted tailormade outputs to fight against school-based bullying.Therefore, this project aims to address the school-based bullying problem and resolve this issue by developing well-structured, innovative, and solution-based outputs. To this end; this Project will conduct and develop;PR1- Risk AnalysisPR2- Factor-Need AnalysisPR3- School-Based Bullying Prevention ProgramPR4- Digital games will be created to prevent bullying. According to the analysis results, a methodology of prevention will be developed and it will lead to other educational institutions suffering from the same problems.PR5- Guidance Material. The project will last 30 months, during this time there will be 6 transnational meetings plus 4 online meetings to make the communication and the corporation perfect among partners.Our impact, dissemination, and sustainability plans have been handled by the pa<< Results >>Project will conduct and develop these concrete results as;1- Risk Analysis2- Factor-Need Analysis3- School-Based Bullying Prevention Program4- Digital games will be created to prevent bullying. According to the analysis results, a methodology of prevention will be developed and it will lead to other educational institutions suffering from the same problems.5- Guidance MaterialThe project will last 30 months, during this time there will be 6 transnational meetings plus 4 online meetings to make the communication and the corporation perfect among partners.As a result of the 4-month pilot implementation, we aim to reduce the bullying rates found in the needs analysis conducted at the beginning of the project by 10% for each partner school. In addition, during the pilot applications, it will be observed which project results mostly prevent bullying among students and the results will be shared with stakeholders at a multiplier event.