"The partnership has consisted of a general secondary school situated in a working-class neighbourhood of Tarragona (Spain) with a high rate of immigrant students, a much bigger secondary school of Barcelos (Portugal) and a Vocational Secondary Education High School specialized in technical studies such as Computer Science, Food technology or Health and Welfare. Despite their different profiles, our schools shared the same concern about teenagers’ demotivation leading to school drop-out. Moreover, the financial crisis, which affected our countries in a specially hard way, made many teenagers’ believe that further studies were not worthwhile since work-prospects were lacking. In addition, their demotivation towards school, caused by their lack of self-confidence, was the cause of their unhealthy lifestyle. Many of our teenagers preferred staying at home playing videogames than hanging around with their friends, going for a walk, doing sport or staying active. However, this sedentariness was not providing them with any relaxation or feeling of fulfilment either. To make things worse, they did not care about their nutritional habits and the consumption of junk food, energetic soft drinks, etc. We thought that defeating young people’s demotivation could only happen by enhancing their self-esteem and autonomy. Therefore, the project aimed at providing them with a wide range of tools and skills which might be useful life-long, either for their personal, academic or working life. First, it was by showing them how healthy habits can contribute to a better mind-set, relaxation and to improve the way they relate to others, be fitter, get better academic results. But before that, they needed to find out what a healthy lifestyle actually implied, namely a wholesome diet, physical activity but also a mature control of the emotions and a clever choice of leisure activities which helped to stay mentally and/or physically active. Understanding this helped them to know which changes needed to be made to attain certain aims. Activities dealing with food habits ranged from general to specific and aimed at providing them with knowledge about human nutrition, learning to read and interpret food labels, getting to know food locally produced and learning to cook traditional recipes based on those native ingredients. Moreover, they learnt about the advantages of local production/consumption and the meaning of “Protected Designation of Origin” marks. This way, students have learnt the value of local produces and the work of producers in their home territories and also got to know those from the partner cities.Throughout the project’s lifespan students have also approached an enormous range of sports The aim was to make them realize that physical activity can be fun and that everybody can find a way of exercising which suits its needs and tastes(e.g. tae-kwon-do, capoeira, Zumba, surfing, kayaking, Pilates, stretching). During exchanges, partners have invited each other to try those sports popular in their communities. At home, each school has organised the so-called Get Fit sessions, that is, different activities to foster active leisure after school among students, their families and other locals .There have also been activities intended to offer them an alternative way of spending their free-time which did not implied using new technologies. Thanks to ""Fit in the Street"" activities, they have learnt that it is possible to disconnect from every-day stress and have fun while contributing to mental or physical fitness with activities like parkour, hiking, street dance, etc. But they have discovered that sometimes going back to the roots and revisiting tradition can be exciting as well. Learning to dance the partners’ folk dances, to play traditional games from each country, etc. has been an opportunity to join culture and active leisure. Besides this, students have also become acquainted with quieter cultural activities and learnt to practice mindfulness though art or cooking. All in all, after two years of international cooperation, participants have not just strengthened their bonds to the community they live in through the organization of open events, the common work with local stakeholders or the promotion of local produces abroad. They have also got to know different cultures, shared experiences with fellow students, used English as the common language and also developed curiosity for the languages spoken in the partner countries. These achievements have made them aware of their actual capabilities and thus, increased their self-esteem remarkably. Now they feel proud of themselves and confident enough as to help other students and undertake further personal and academic projects. Teachers have exchanged their know-how and improved their teaching practices. Partner schools have opened to Europe, developed their internationalization strategies while stablished as quality educational institutions within their own cities."