Carrying out the project, we drew up a solid plan and methodology for the prevention of aggression, to be used not only for our partnership, but also beyond. We have created enough resources to be acceptable and useful for kindergarten and primary schools. We used interactive approaches such as small groups and cooperative learning and a classroom where students felt safe asking questions and contributing to discussions. Working along with other teachers and administrators, we encouraged positive interactions between students. Students were interactive and engaged in class. Partner organizations identified models of good practice. in supporting and aiding aggressive behavior and this information was disseminated to any partner organization, other organizations working with the same or similar target groups in the country of the partner organization. We monitored and evaluated the training program learning by doing; this information was disseminated in each partner organization and other organizations. We trained teachers of our staff. At the end of the project, we showed and shared the results and guidelines with local and regional institutions.
Our schools had an absolute need for teachers who are well-improved and competent in terms of both vocational and basic skills. These are mostly common needs of knowledge about early prevention. This project gained highlights the inter connectedness of systems during the preschool period and helped to all participants exchange different and valuable experience. The staff increased its skills and competences. We looked at from first-hand the workings of another European education system, learn, and share innovative ideas and explore best practices. Partnership enhanced its reputation and its international standing. In Aggression! No, thanks! project, partner schools from Romania, Turkey, Bulgaria, Italy, and Macedonia combined their efforts to help their students to cope with about aggression: what it is, what causes it, what are the possible consequences and, above all, in which ways they can cope with it. Throughout the project, each partner school contributed, in its own way, to spread knowledge about the problem and to offer, if not solutions, remedies that pupils experimented and they adopted in their everyday life.