By carrying out the project, we wanted to gain knowledge and learn about the existing examples of good practices in the field of emotional-social literacy, with which we established planned activities for the continuous development of such skills in students. We wanted to acquaint teachers with new knowledge and skills, so that only they could promote emotional-social competence in students in their work and more easily cope with observed deficits. At the same time, we tried to relieve school counselors and increase teachers' knowledge and skills. With this project, we also wanted to strengthen intercultural connections with other schools and develop new international Erasmus+ and eTwinning projects, in which we will try to involve even more teachers and students from our school.
We applied for the project because, after the end of the Covid pandemic, we noticed at school that there were more students with poorly developed emotional and social skills, which are crucial for successful integration into society. Since we are a large school, it was more difficult to ensure cohesion between the students and there was also growing intolerance and agression. We attributed the causes of the mentioned problems to the current orientation of the educational process towards productivity, as well as the involvement of today's children in the era of computer technology. The impact of the Covid pandemic influenced on the well-being and development of children. With the project, we systematically encouraged the development of emotional and social skills at the school, which the students acquired and which are important for successful personal development and integration into society. An important part of the project was also to acquaint the teachers with the meaning and concrete activities, so that they became aware of the importance of using various activities for the planned development of emotional and social skills in students. Due to the crowded curriculum many teachers didn't have enough knowledge in this area.