In all the countries of the world a significant proportion of youngsters have serious learning difficulties that can lead to an absence of a diploma at the end of the period of compulsory schooling and the interruption of their studies. The early school leaving (ESL) makes it difficult for them to become socially and professionally integrated. The consideration of the educational institutions or even of parents is uneven across countries and remains globally insufficient. Among the twelve key measures to reduce school ESL on European level (2013) is to “support cooperation between schools, local communities, parents and pupils in school development and in initiatives to reduce ESL”. The project aims to respond to this recommendation. It aims to open to synergies with organizations providing formal and non-formal education and to improve transition between the different sectors of education, training and youth at local, national and international level. The project provides tools and practices to teachers, to youth workers and parents to develop their collaboration to actively participate in the fight against early school leaving. The final result of the project is the creation of a tested and validated common training program for teachers and youth workers that takes into account the specificities of the territories. This published program will be complemented by a guide for teachers and youth workers.The project first brings together European participants from Denmark, Spain, Hungary, France who have been working for several years on issues of inequality in school, inclusion or early school leaving. Territories linked to the geographical and socioeconomic disparities and with the highest number of youth in difficulty will be favored: urban areas with a high proportion of youngsters with a migrant background or Roms, the youth victims of social problems or delinquency, cities in industrial decline, or isolated and marginalized rural areas.The strategic partnership project is organized in three years. During the first year the census of good practices and statistical data on the ESL on the territories are conducted. A joint training program for teachers and youth workers on the one hand and the sessions for parents on the other hand are designed. During the second year the sessions for parents in each country and the training course will be implemented. The training course is divided into two mobility of 15 selected teachers and youth workers from each country. It is a hybrid training combining the use of a digital platform (in each country) and face-to-face sessions (during the mobility). For parents, sensitization sessions for their children's school accompaniment are organized. Once formed or sensitized, the various educational actors and parents will implement an experience of collaboration and support for young people during the third year. The project develops and evaluates the new practices to cater for the needs of disadvantaged groups and to deal with differences in learning outcomes linked to the geographical and socioeconomic disparities. The training course aims to improve the competences of teachers and youth workers. The project uses pedagogical approaches centered on the activity of the trainees, the exchange of practices at international level as well as at local or national level. The inverted classroom model, which is based on a personal work of the trainee based on online documents and on questioning and face-to-face exchanges, especially between teachers, youth workers and training managers, will be used. This type of teaching methods is particularly suitable for professional development. The mobility will promote collaborative and holistic approaches to teaching and learning and will strengthen their professional, personal and intercultural skills and exchange on their practices. The good practices in dealing with diversity in the classroom will also be proposed. The collaboration between teachers, youth workers and parents to implement the learning outcomes of the following year will be a lever to change the practices of professionals and parents' behaviors and thus strengthen their links for the benefit of youngsters. The evaluation that will be conducted at the end of the period will validate the relevance of the training.The participation of various institutions, stakeholders on the issue of ESL (school, youth clubs, cultural and sports associations, associations of parents, universities) is a major asset for the success of the project.