With the implementation of the project, we aimed to develop and pilot an inclusive, digital SEL programme that strengthens lower secondary students’ well-being while simultaneously promoting belonging and inclusion at class and school level. A particular focus was placed on the targeted involvement of schools with a high proportion of socioeconomically disadvantaged learners. The core objective was the development of **SEL4@LL** as a serious-game-based programme with eight consecutive missions that guides students in self-awareness, emotion regulation, empathy, prosocial behaviour, and responsible decision-making. In addition, we aimed to empower teachers through teaching materials and tutorials to implement the programme in a competence-oriented and accessible way in the classroom. Accompanying this, a parallel evaluation (quantitative/qualitative) was intended to provide robust evidence on effects on socio-emotional competencies, well-being, and perceived inclusion, as well as site-specific feedback for schools. Finally, we aimed for sustainable transfer through multilingualism, multiplier events, and open access to the materials.
We applied for this project because, across Europe, schools are increasingly faced with the challenge of protecting students’ well-being while also promoting inclusion in the wake of COVID-19, digitalisation, and growing heterogeneity. The proposal responded to the need to systematically strengthen social and emotional competencies as key resources for mental health, belonging, and democratic participation—especially for students with fewer opportunities (e.g. from low-income families, with SEN/LD, or in lower educational tracks). At the same time, there was a clear need for low-threshold, motivating digital formats as well as training and teaching materials for teachers to implement evidence-based SEL approaches in an inclusive way. For this reason, we combined SEL, inclusive education, and digital game-based methodology within a European partnership, while addressing school practice needs through co-creation with students and teachers as well as linguistic and cultural adaptation.