The school today appears to be oriented towards training students in technical skills and teaching is focused more on teaching to do than teaching to be. The educational role of the school must be balanced, train young people to transition to the world of work without neglecting the transmission of values and social skills. But the application of strategies that allow the socio-emotional support of students is made complicated by the lack of awareness of teachers of the role of educator, as well as being put at risk by the spread of discriminatory phenomena, of bullying/cyberbullying and violence. PROJECT is motivated by the desire to create actions to support the professional development of educators, strengthening their ability to innovate the professional environment, improving the ability to support students and identify situations of risk and hardship before they become phenomena of violence, bullying or discrimination. This action is necessary to ensure the educational success of the school. Bullying and discrimination have a negative impact both on the victims and on those who practice the damage, creating a series of effects on the psychophysical health of the young person that inevitably have repercussions in his capacity for social relations, often resulting in an inability to complete the schooling properly and, in the most serious cases, even to abandon school. Furthermore, it is often recorded that the presence in the institution of a psychological support figure is not sufficient, since his intervention is bound to the identification of the situation of hardship, which is almost never identified promptly due to the lack of adequate skills in the school staff. PROJECT sets the following objectives: -creating an emotional approach to managing the class group - to promote the socio-educational role of the teacher - create training and exchange opportunities at European level and contribute to the European Education Area 2035 - to improve the quality of the school as a safe and supportive institution -promote student's emotional education and soft skills as a way to combat bullying -experience in schools the introduction of an emotional educator - plan a follow-up of the project in a KA3 40 students between 12-13 years (10 for partners) and 8 teachers (2 for partners) will be involved in exchange and training activities, and 50 students and 10 teachers for on-site activities. PROJECT provides different activities: - on-site activity: training, research, data collection, needs, good and bad practices, analysis of national policies, awareness of project issues -3 joint staff training events: training on emotional education and soft-skills, bullying phenomenon, exchange of good practices and know-how, definition of a joint strategy -4 exchanges between groups of students: activities to raise students' awareness of emotional education and the risks of bullying, experimentation of joint strategy, cultural activities and self-reflection, content production - dissemination and promotion events -production of a final publication on the project results, shared strategy and data collected. The entire project methodology involves the active involvement of participants, teachers and students, according to a democratic and bottom-up approach. The transmission of frontal notions will be avoided, instead stimulating the active intervention of teachers and students in self-reflection, project working, team building activities. Expected results: -definition of a new figure of emotional educator, capable of transmitting social skills to students and contributing to the development of soft skills (self-esteem, safety, critical thinking, resourcefulness) - professional reinforcement of the teacher figure - to raise awareness about the importance of psychophysical well-being for students - collection of data and specific needs in partner schools, through exchange of good practices and exchange of students and through experimentation of shared strategy, to plan a follow-up within a KA3 to promote innovation in school policies and the introduction of a new figure of emotional educator. The medium/long term impact will be: - greater opening of schools towards Europe - improved strategies to combat hardship and bullying thanks to the international exchange of know-how and good practices - expansion of subjects that contribute to emotional education -development of soft skills and emotional skills in students - introduction of the figure of the emotional educator - awareness of the importance of psychophysical support within schools - improved perception of the school as a safe and supportive environment, thanks to better listening strategies and identification of needs.
ABS was born from the desire to create actions to support the professional development of educators, strengthening their ability to innovate the professional environment, improving the ability to support students and identifying situations of risk and discomfort before they turn into phenomena of violence, bullying or discrimination. This action is necessary to ensure the educational success of the school. Bullying and discrimination negatively impact both the victims and those who practice the harm, creating a series of effects on the psychophysical health of the young person which inevitably have repercussions on his social relationship skills, often resulting in an inability to adequately complete school path and, in the most serious cases, even to school dropout. Furthermore, it is often noted that the presence in the institution of a psychological support figure is not sufficient, since his/her intervention is bound to the identification of the situation of discomfort, which is almost never promptly identified due to the lack of adequate skills in the school staff. ABS had the following objectives: - the creation of an emotional approach to the management of the class group - promoting the socio-educational role of the teacher - create training and exchange opportunities at European level and contribute to the European Education Area 2035 - improve the quality of the school as a safe and supportive institution - promoting students' emotional education and soft skills as a method of combating bullying - experience the introduction of an emotional educator in schools - plan a follow-up of the project in a KA3 40 students aged 12-13 (10 per partner) and 8 teachers (2 per partner) were involved in exchange and training activities, and 50 students and 10 teachers for on-site activities. ABS has implemented the following activities: - on-site activities: training, research, data collection, needs, good and bad practices, analysis of national policies, awareness of project issues - joint staff training events: training on emotional education and soft-skills, bullying phenomenon, exchange of good practices and know-how, definition of a joint strategy - exchanges between groups of pupils: activities for raising students' awareness of emotional education and the risks of bullying, experimentation of the joint strategy, cultural activities and self-reflection, production of contents; - dissemination and promotion events and return events. The project envisaged the active involvement of participants, teachers and students, according to a democratic and bottom-up approach. The transmission of frontal notions was avoided, instead stimulating the active intervention of teachers and students in self-reflection, project work, team building activities. Accomplished results: -a collection of recommendations for a new figure of emotional educator, capable of transmitting social skills to students and contributing to the development of soft skills (self-esteem, confidence, critical thinking, resourcefulness) -professional strengthening of the teacher - raise awareness of the importance of the psychophysical well-being of students -exchange of good practices and exchange of students and through the experimentation of the shared strategy, to plan a follow-up within a KA3 to promote the innovation of school policies and the introduction of a new figure of emotional educator. Impact in the medium / long term: - greater opening of schools to Europe -improved strategies to combat unease and bullying thanks to the international exchange of know-how and best practices - widen the subjects that contribute to emotional education - development of soft skills and emotional competencies in students - introduction of the figure of the emotional educator - raising awareness of the importance of psychophysical support within schools -improved perception of the school as a safe and supportive environment, thanks to better strategies for listening and identifying needs.