The two pillars of the project were the development of extra-curricular activities in education and the development of emotional intelligence in education. We wanted teachers to learn and apply methods to improve EQ, to develop students' emotional intelligence and to help them become cooperative, well-balanced people. The aim was to increase the number of extra-curricular learning opportunities, to learn organisational and methodological practices for their implementation, to learn about motivation and to integrate them into the local curriculum. The primary target group for both areas is the student population. However, moving in these two areas has also been a stimulus for the teacher; it has helped to avoid burnout, increased commitment to the teaching profession, not least the pleasure factor of the training courses chosen. For students, the expected results were a reduction in disciplinary problems, improvement in peer-student relationships, a reduction in the number of peripheral students, a stronger classroom community, and improved cooperation in and out of the classroom. Increased motivation to learn, successful completion of project-based tasks, development of creativity.
JEZSU started in 1994 and has become the most outstanding secondary school in the country. It is a secondary school offering eight and four-year courses. Jesuit education is geared towards the balanced and complete development of young people. This is supported by complex talent management, high quality teaching of comprehensive art, innovative science and foreign languages, a sports department programme, a wide range of leisure activities; scouting, choir, debating, peer leadership group, charity work. Global education is important, we participate in projects abroad. We undertake integrated education for students with SNI. The school is accessible. We aim to alleviate regional social and cultural disadvantages. We believe that it is not enough for a pupil to achieve in one area but not to develop his/her full potential, motivation and holistic education are needed, and the thematic introduction of extra-curricular activities targeted by the project serves this purpose. The aim is for students to be actively involved in their own education and not to remain passive recipients of knowledge, to be psychologically, spiritually prepared, which requires the effective development of emotional intelligence, another pillar of the project.