The project objectives, which were achieved during the development and implementation phases, were: • Develop a toolkit comprising four publications, all addressing the key aspects of LGBTIQ+ inclusive education. • Disseminate these results through workshops and outreach activities, integrating the partnership and the Streets Aligned project into significant events, conferences, thematic moments, and public forums • Establish a resilient and competent partnership capable of serving as a future reference point in the field, engaging with new and potential education stakeholders interested in acquiring skills, resources, information, and tools to support LGBTIQ+ inclusion • Cultivate itself as a cultural and civic reference point beyond resources, workshops, and collaborations, to counterbalance the equally strong presence of educational centers and communities, institutions, and learning environments not conducive to the circulation of such key concepts. Streets Aligned was welcomed in the vast majority of cases; however, it also encountered numerous refusals and challenges from places and entities unwilling to include the "LGBTIQ+ agenda" within their educational offerings and internal regulations.
The background of the Streets Aligned project has been twofold: firstly, during the conception and application phase in 2021, Italy, the project lead country, found itself amidst a fervent public debate regarding the possibility of introducing legislative measures to support LGBTIQ+ inclusion, particularly within the realm of education at all levels. These measures were ultimately thwarted. Even the other partner countries, Czech Republic and Cyprus, though occasionally more progressive on the matter, do not represent "best practices" in this regard. Thus, from its inception, Streets Aligned has been conceived as a form of resistance and resilience, aiming to "create a sense of urgency" from the grassroots level and contribute, through alternative means, to the dissemination of information, tools, and relevant sensitivities supporting LGBTIQ+ inclusion, despite overtly hostile civic and normative frameworks. The second aspect of the background is one of learning, as the project aimed to disseminate knowledge regarding LGBTIQ+ inclusion to a target audience of adult European educators who, despite increasingly encountering such needs for recognition and affirmation among their learners, often lack familiarity with the topic.