The HOPE4school project aimed to develop new learning materials while addressing key questions regarding online schooling's support for pupils, staff, and families amidst COVID-19. Strategies included providing relevant health and well-being information through training, workshops, and digital tools, enhancing communication about COVID-19 and mental health, fostering new competencies like mental health understanding and stress management, adopting engaging teaching methods, embedding well-being in school strategies, promoting a positive classroom climate, and sharing best practices. The project sought to establish a well-being methodology, create an online resource repository, and compile best practices for school staff and specialists, ultimately fostering well-being among all stakeholders in the education community. Additionally, efforts were made to establish a classroom environment conducive to learning and discipline, with a focus on well-being principles. The project also emphasized the application of new online methods and digital activities in the classroom, utilizing an online resource repository and sharing best practices to enhance support for all stakeholders in the education community.
Our analysis shows that the COVID-19 pandemic has led to the closure of schools in 20 countries and preschools in 19 European countries, impacting 49.8 million children. This disruption highlighted the importance of schools beyond academics, emphasizing social and emotional learning and support. To address these challenges, the Hope4school project outcomes was prepared to support school staff and leaders, leveraging digital technologies for education quality improvement. OECD underscores the need for future-oriented online infrastructure and capacity building for teachers and students The application was developed after analyzing the situation in the partner countries and at the European level. It was considered that there is a need to create tools and outcomes to increase knowledge and awareness regarding well-being and mental health and increase teachers' digital competence level. Pupils raised the level of confidence of teachers and pupils in the use of new technologies to support their well-being. The needs addressed by partnership were the following -lack of updated activities on wellbeing for teachers and their students -limited opportunities for teachers to benefit from European activities --lack of visual materials