The "Reimagining Social and Emotional Education (SEE)" project aimed to achieve three key goals: Equip educators: Train 75 lower secondary school educators and directors in Greece, Italy, and Hungary to apply arts-based methodologies that integrate SEE into their curricula. Enhance student skills: Support 180 adolescents, focusing on those from vulnerable backgrounds, in developing resilience and social-emotional skills to help them recover from the impacts of COVID-19 and become active citizens. Influence policy: Provide evidence-based educational policy recommendations that demonstrate the benefits of integrating arts and SEE, fostering policy changes at both national and EU levels. By achieving these objectives, the project sought to create sustainable, cross-curricular approaches that empower educators and students alike.
The "Reimagining Social and Emotional Education-SEE" project was launched to address the evolving challenges faced by education systems in the 21st century. Economic instability, social inequalities, and the impacts of the COVID-19 pandemic had severely disrupted traditional education. These crises highlighted the need for a shift from purely academic learning to approaches that also fostered students' social and emotional development. The project aimed to address key needs: Gaps in SEE: Despite SEE being recognized as important, many countries lacked frameworks, and schools did not have adequate plans or resources. Teachers were often untrained in delivering SEE effectively. Limited use of arts in education: Arts-based learning, known to improve student engagement and emotional well-being, remained underutilized. Its potential to support SEE was largely unexplored. Impact of COVID-19 on students: The pandemic had a lasting effect on students’ mental health, particularly those from vulnerable backgrounds, making the need for emotional recovery and resilience-building urgent. This project focused on integrating arts and SEE to help students recover emotionally and thrive.