The continuous training and observation that we proposed promoted innovation and motivation of the teaching staff by sharing exchange experiences and proposing realistic and feasible improvements adapted to the reality of each school. As we proposed when writing the project, Erasmus+ has made it possible to continue training in Emotional Education to respond to our students' social and educational needs, encourage our teachers to continue working on the Emotional Project through the experience of the participants, expand our international networks as a basis of a globalized project and, finally, improve linguistic competence. However, at our school level, we have also managed to continue with the internationalization process, bringing the Erasmus+ program, in the past only operating in Vocational Training, closer to the entire educational community. Finally, one of our objectives was the students who, although they did not actively participate in this first project, have been our focus in the following projects, consolidating the self-esteem and social skills of those disadvantaged students to repair social inequality from school and improving the linguistic competence of our students.
For more than 5 school years, our school has radically changed the educational project, giving special emphasis to emotional education. Although we requested internal training and during several years our teachers were trained on topics such as mindfulness or restorative practices, among others, we had a need that had not been covered. We did know that other schools on our own island were learning about the same topics and were interested in the same areas and, in fact, they were even requesting the same trainings we had done years later, but we still could not depend on our neighbours to understand how other schools were doing what we wanted to do. That is why we thought it could be beneficial to learn how other schools worked in other European countries. Thanks to the fact that our VET colleagues had already started in Erasmus+, we already had partners and, in fact, two members of the directive team had already had a mobility in Sweden that had had a direct impact. They wanted to implement one of the spaces they have in our school: a living room, with a kitchen, sofas and dining tables. So we were sure that we could learn much more if we focused on internationalization.