Our project “School Climate Change“ focuses on the issue of well-being at school. It is included in a desire to continue our commitment to promote an opening towards the European citizenship for our students and staff. In spite of everything that we do for the well-being for all individuals in our schools today, there will always be a need for development and change. Our students have different needs and we shall take that into consideration in our daily work. We are anxious to provide for the needs of all individuals and we wish to develop our methods and improve our working methods. This project has been created and written by the teams of the two school institutions. Our project also meets the need to internationalize our institutions in order to increase mutual understanding among students and staff in our two countries. Despite existing ongoing projects, we lack a more continuous and lasting relationship through a project like the one proposed here. Likewise, it is important to improve young people’s ability to understand, tolerate and be open to other people in order to boost and inspire enthusiasm among students and staff. The direct and indirect actors are the 66 French and Swedish "student ambassadors" who will be the spokespersons for all the students of our two institutions, which is approximately 3000 students. Apart from the staff involved in the project there are also the team which launched the project, the COPIL, students’ parents, administrative and pedagogical teams, management, administrator, academic and diocesan authorities and local partners. The purpose of the project is to meet the needs of the actors of the school; struggle against any discomfort that hinders learning, the difficulties we encounter in our daily lives, to make school a place full of life and well-being. We have a clear will to offer the opportunity to our students to contribute to the construction of a serene and benevolent school where everyone feels good. Our goal is therefore to develop, at our level and with the students, usable tools and concrete procedures to ensure that we feel comfortable in our working environment. It is also to reinforce the role of teachers, families and school managements in order to create a better atmosphere where everyone can feel good and safe. We want a school where the cornerstone would be the well-being of all, where mutual respect between staff and students would create an environment of quiet and studious work. In this way we hope to combat school bullying. For our students this is about initiating a European citizenship and acquiring autonomy and linguistic fluency. It is also about developing skills in project management and using new technologies as working tools. This project will also give an international experience for their careers and an increased value for their further studies. For the staff, it is about enriching and diversifying teaching practices, but also exporting and importing know-hows. For the participating organizations, the goal is to perpetuate their European dimension and to develop a coherent network of training. Furthermore, the aim is also to promote the understanding and spirit of cooperation between young Europeans, and to create tools in order to improve the school climate. The Targeted activities, transnational team co-ordination meetings, virtual student work in groups and in pairs via e-twinning, before and after the mobility flows, will enable us to develop our “School Well-being plan”. The students will be the main “actors”. We suggest that they work with role play, ludic activities for the youngest, more thorough exchanges via presentations, podcasts, interviews and videos for the secondary school students. These activities will partly be included in language teaching. They will also be integrated into the daily work at school and new work methods will be tested and evaluated gradually. Staff and students will participate in these evaluations. Later on, the methods that are estimated beneficial will be used in our daily work. The two schools will probably find methods they have in common and also rather individual methods. These solutions will have to be adapted to the differences between the institutions, for example the national education program, the local school rules and the cultural differences. The expected main results of the project consist of the creation of a tool that will be disseminated to a wide public, the acquisition of new linguistic, organizational and technological skills. There will also be a contribution, even modest, to the struggle against school dropouts, harassment and inequalities. Furthermore, we expect renewal and sustainability of the project in 2021 with the integration of a school in Seville, Spain with improvement and enhancement of the professional and practical and theoretical skills of teachers.
Despite the pandemic, the main objectives of our "School Climate Change" project were achieved. Designed, run and managed by the teams of our two schools, this project aimed to get teachers and pupils from primary, secondary and high schools to work together on the issue of "well-being at school". In 2019, our two institutions were keen to establish links abroad in order to meet our internationalisation needs, and you will see from this final report that the mutual understanding, tolerance and openness to others on the chosen theme has enabled us to embark on more ambitious collaborations. Indeed, our two institutions are now engaged in a more sustainable development strategy thanks to the Erasmus Accreditation in School Education. Mobilities of teaching and administrative staff focused on the themes of inclusion have already taken place in 2021 and 2022. This project was therefore part of a desire to pursue our commitment to promoting European citizenship among our young people and our staff and we believe that we have succeeded. Indeed, all the actions initially planned were implemented, the three transnational meetings and the C1 and C2 learning activities. They were jointly organised: pedagogical content, logistical aspects, administrative procedures. The modalities, objectives and contents of the learning activities were complementary. Their added value laid in the mirror effect they provided for pupils and teachers. They were an opportunity for the participants to get involved in the project in a concrete way after the work done at a distance. In our two territories, some twenty staff and more than sixty French and Swedish young people aged between 10 and 17 have brought this project to life. The results of their work correspond to what was planned at the stage of our application, and our "Charter for well-being at school" has been disseminated to a wide audience. It allowed all the actors to work on our theme and to acquire new linguistic, organisational and technological skills. Our aim was to develop a tool that could be transferred and used by teachers and young people. This gave the pupils the opportunity to contribute to the construction of a more peaceful and caring school where life is good. The benefits of the C1 and C2 mobility activities for the young participants were the improvement of language skills, as the pupils were totally immersed in the family and classroom of their pen pals; the development of autonomy, as this was the first time they had been abroad for the vast majority of them; openness towards other cultures and the awareness of being a European citizen. In our opinion, the most significant result was the impetus and enthusiasm created among the students and staff. The excellent collaboration between the teams allowed them to enrich and diversify their pedagogical practices, to export and import know-how, and the project allowed them to start a change of attitude regarding their practices and ways of functioning within the school. They shared their questioning with their colleagues and thus generated interest. This led to an increased demand from teachers to go on observation or training mobilities and, above all, to a greater interest on the part of pupils to participate in Erasmus+ projects and to work with young Europeans. With the limited means at our disposal, we have valued our participation in the programme at local, national and European level, in our capacity to carry out actions of this type. The young people had the chance to be interviewed by the local press, created digital media (https://view.genial.ly/627a7171d1733d0018dc1aee) (www.csnd.fr/erasmus) (http://www.franskaskolangoteborg.se/nyheter/220823-erasmus) (https://www.facebook.com/lyceenotredameErasmus), (https://youtu.be/oVTwohuHYTo) in order to share with as wide an audience as possible. A bi-national Steering Committee ensured the pedagogical, administrative and financial success of the project and made it possible to manage the unforeseen events linked to the health crisis. It developed and piloted the project, monitored its various phases, evaluated it and remedied any problems encountered. We can say today that this project has taken us a big step towards the internationalisation of our institutions.