Despite the efforts to fight absenteeism in our school vision and European Union goals, 30% of our students have a problem of school absenteeism. Our students are away from school in the face of obstacles they encounter in personality development and in the education process. This often results in ESL. For these reasons, we identified our priority in the project as an early analysis of the ESL process, and at the end of the project, to raise the self-esteem of the students, to increase the willingness to continue to study and to prevent ESL. This project has been initiated to reduce student absenteeism to a meaningful and happy school climate for students by analyzing well with the project partners (ESL level) of the process (secondary school level) before the students reached the school level. A variety of analysis studies have been conducted by our school and partner schools and Meram RAM to determine the absenteeism status of the school, its reasons, and what we need to bring down the absenteeism most. It is considered that the lack of self-confidence arising from various reasons in the students who are experiencing the problem of absenteeism with this project and who are at risk of ESL will be abolished by social inclusion activities. Thus, with the social inclusion activities, the risk group of the school will increase the desire of the students to continue to the school. It is also aimed to develop technical capacities by combining the pedagogical techniques of teachers with innovative learning and teaching techniques, making the school a center of attraction through project activities, positively changing the viewpoint of parents and children, providing collective integration of immigrant families, increasing the willingness of children to continue with their social inclusion activities. Approximately 150 teachers and experts will participate in the project directly with partner countries. We chose institutions that are experienced in ESL when choosing our partners. We have been able to apply the analysis and screening methods of these institutions in three different countries and have the opportunity to evaluate the results internationally. The participation of 80 disadvantaged students from partner countries will be ensured. The parents of these students will be involved in the project. 160 parents are expected to attend. The web site and the printed booklet will have a much wider audience. The Flower Children from the activities we will carry out within the project will raise potted flowers of their own in the greenhouses that will be built with the name of our students. Florist groups will be formed on blogs and social networks at www.flowerchildiren.com, which will be created on the axis of this study. We aimed to contribute to social communication skills and self-reliance activities of students with teleturunva which includes strategy games to be realized on the same site. Pre-test, post-test, individual interview, observation methodologies will be used in the execution of the project. In addition, interviews will be held with the students and their relatives and specialist physicians in the field, clinical evaluation scales for finding the underlying cause will be applied, and referrals will be directed to the consultation cases where deemed necessary. Counseling will be provided by parent and child-adolescent psychoeducation for the etiology of the diagnosed problems. In case of necessity, "Cognitive Behavioral Therapy" techniques will be used and medical treatment will be organized for the treatment of accompanying psychopathology. The PUKO cycle will be used to prevent disruptions in the operation of the plant. As a result of the project, the approach of the teachers to the students who have lack of self-confidence will be more conscious. They will be more conscious of their children's education and will have the opportunity to get to know their children better. As a result of the project activities, students who have developed self-esteem will increase their willingness to attend the school. Thus the ESL will cease to exist. Dissemination activities and the sustainability of the project will enable us to reach wider masses. All institutions and organizations fighting with ESL will benefit from the project results. Thus, we will contribute to the goal of lowering the ESL of EU 2020 strategies below 10%.
BACKGROUND Despite the efforts to combat absenteeism, which is in the vision of our school and among the goals of the European Union, 30% of our students had a school absenteeism problem. Our students were moving away from school as a result of the obstacles they encountered in their personality development and education process. This often resulted in ESL. For these reasons, we determined our priority in the project as to analyze the ESL process early and to increase the self-esteem of the students at the end of this project and to prevent ESL by increasing their willingness to attend school. This project work has been initiated to minimize student absenteeism and to prevent ESL as a result, by analyzing the process before students reach the dropout level (secondary school level) well with our project partners and creating a meaningful and happy school climate for students. OBJECTIVES - Eliminating the lack of self-confidence arising from various reasons in students with absenteeism problems and at risk of ESL through social inclusion activities, - Making the school a center of attraction with project activities, - Increasing the school's risk group students' willingness to attend school through social inclusion activities, - Changing the parents' perspective on school and education in a positive way, - Ensuring the integration of immigrant families into society, increasing their children's desire to attend school through social inclusion activities, - Developing technical capacities of teachers by combining pedagogical techniques with innovative learning and teaching techniques, PARTICIPANTS Teachers, students, guidance research experts, trainers, psychiatrists, and students from the countries and institutions listed below participated in the project. 74 mobilizations were carried out in 5 LTTs and five days of training were given in each LTT. Meram Osman Gazi Secondary School - TURKEY - 10 teachers Regional Department of Education -Sliven - BULGARIA - 5 Colegiul Tehnic de Electronica si Telecomunicatii "Gheorghe Marzescu" Iasi - ROMANIA - 8 teachers MERAM GUIDANCE AND RESEARCH CENTER- TURKEY - 5 teachers SELCUK UNIVERSITY - TURKEY - 10 ITACA CENTRO DE FORMACION - SPAIN - 5 teachers Scuola Giacomo Sichirollo - ITALY - 5 teachers RESULTS In this project, 38 teachers and 10 psychiatrists participated and 4 LTTs were organized. Throughout the project, 80 risk group students were studied. In these LTTs, early school leaving trainings were given and dissemination activities were carried out. During the project, Osman Gazi Secondary School students, Selçuk University. Faculty of Medicine It was observed by the Psychiatrists of the Department of Psychiatry and the necessary guidance and suggestions were made. During the project, risk group students in Romania, Italy and Turkey partner schools were given responsibilities: Greenhouse works were carried out and in this greenhouse, planting, planting and maintenance works of flowers and garden plants were carried out. Osman Gazi Secondary School students worked together in this process by the agricultural engineers of Konya Metropolitan Municipality Agricultural Services Department. In the drama activities organized within the partner schools, activities such as telling stories and playing drama games were organized by organizing activities that increase self-expression and self-confidence for the risk group students. The strategy development and problem solving skills of the students who were played strategy games during the project increased their self-confidence and their desire to attend school increased. After the project activities, a booklet on the fight against early school leaving was created and published online in five different languages.