Though our strategy emphasizes social-emotional education as a priority area of education, lots of attention is paid to the training of teachers: "Collegial feedback" method is applied, conditions are created for experiential education, during which there are opportunities to know students, to develop their social-emotional competences, but to achieve better students‘ achievements, it is appropriate to prepare a system of social-emotional education in the gymnasium, which would cover the entire educational content. Thus, the goal of this project was set: after the project participants deepen their professional and special competences, get acquainted with new ways of improving social-emotional competences that are attractive to students and encourage their creativity, self-expression, activity, to prepare a plan for consistent social-emotional education in the gymnasium and to implement it qualitatively in grades I-IV and at work with parents. Sustainable results and better students‘ achievements can only be expected by united and consistent work with all groups: students, teachers, parents, social partners. To achieve personal growth, it was necessary to deepen knowledge about e-assessment tools to measure the progress.
The socio-emotional background in Lithuania still remains one of the worst, compared to other European countries. Although the strategies for the development of European life envisage various measures to improve this situation, only faint changes have been observed so far. One of the reasons for this problem is the insufficient competence of subject teachers, which enables them to consistently develop the social-emotional intelligence of students. In our gymnasium, during surveys and self-evaluation processes, even though we implement the Lions Quest social-emotional education program "Keys to Success", it was found that part of the students indicate that they have insufficient decision-making and goal-setting abilities, lack of qualities such as perseverance and confidence; students do not recognize their abilities, hesitate when choosing a profession. We observe that the ability to develop students' social-emotional competences, which undoubtedly directly correlates with students' achievements, is most lacking among subject teachers, most of whom are of the average age of teachers in the country (50 years old), which means that these teachers did not have the opportunityn to develop these competences during their basic studies.