The Project


Early school leaving remains a key issue in Europe. Research has shown that some of the most important causes are: racist behaviour, learning difficulties, poor financial background or linguistic barriers. All these causes primarily concern minorities.

This project stems from a problem we face in our schools:  tackling the problem of early school leaving as a whole and more specifically for the students who belong to minorities and constitute an important part of the student body.


The project aims to prevent school drop-out, there is a need for all students of the partner schools to increase their self-esteem and enhance interpersonal relationships between students with each other, with their teachers and between the school and their families.

Still, for minority students there is a further need to support them linguistically through supportive teaching methods as well as avert racist behaviour, since their poor language skills often result to marginalization, which often results in early school leaving.


We established a 2-year partnership consisting of 5countries: Greece, Portugal, Spain, Italy and France.

All our partners are secondary schools with (12-19) year-old students.


During the project lifecycle we have planned:

– 3 Transnational meetings: M1 in Greece, M2 in Spain and M3 in Italy.

– 2 Learning activities for students: C1 Participatory Learning Method: “Applying the Circle in multi ethnic groups” (in Italy). C3 “Using Participatory Learning Methodology, World Cafe and Open Space” (in France).

– 1 Training activity for teachers: C2 A seminar on the topic of  “Using E-learning, for linguistic improvement of students ” (in Greece).


All the project activities have been designed with the aim of tackling early school leaving and promoting inclusion of minorities in each school. They have been designed on the basis of willingness and enthusiasm rather than obligatory terms, which will hopefully affect the impact of the project positively. The activities included in the project are as the following:

  • “Consulting Days” will be conducted at the school of each partner for the parents. Speakers will include school counsellors of the local Education authorities and it will be open to all parents from the parents’ board.
  • Creation of Calendars for the years 2018 & 2019. All students and teachers of their schools will participate for the choice of theme, design and layout, editing and printing.
  • Monthly meetings with school counsellors and local Education authorities for the effective application of the techniques of the Circle,  World Café and Open Space. Two classes of First year students will be selected (for the academic year 2017-2018) and there will be a two hour session every fortnight.
  • “Multi- ethnic songs and dances day”. It will be organized in all participant schools. There will be songs, music and dances of the countries as well as the various ethnic minorities of each school. Students with respective talents or inclinations will be chosen to participate.
  • Showing a film on bullying and one of social integration of migrants.
  • Celebrating the International Anti-Bullying day, 4th of May.
  • 8 thematic language units designed on the Moodle platform.

The deliverables and outputs:

  • The Project’s webpage.
  • The Project’s Facebook page.
  • A Guidebook of good practices & techniques, which will include tools and techniques of participatory learning used and applied in each school during the learning activities.
  • Two Calendars for the years 2018 and 2019.
  • A moodle platform with on line courses native language lessons for each country.
  • A DVD, including multimedia material of the project’s activities, evaluation results and the Guidebook of good practices.
  • Notes for thematic meetings
  • The charter of the EU club.

Idicators of the anticipated impact:

  • Improvement of interpersonal relationships among students as well as between students and teachers.
  • Boosting students’ self-esteem.
  • Decreased number of dropouts.
  • Supporting students’ families and raising awareness of parents.
  • Higher academic achievement.
  • Better language skills for teachers and students that participated to mobilities.
  • Development of ICT skills for teachers.
  • Professional development for teachers.
  • Improved manners.
  • Increased cultural awareness.