The project had two main objectives: to spread the use of cinematography as a teaching method capable of “shaping emotions” and fostering positive changes in behaviour, with a specific focus on Social-Emotional Learning (SEL). The aim was to promote cinema as a pedagogical language for the training of teachers and students, leveraging its evocative power to address complex and sensitive topics effectively. More specifically, the project sought to raise awareness and promote gender equality, the prevention of bullying and violence, and the fight against discrimination and stereotypes, while fostering inclusion and active citizenship. CLOSE also aimed to strengthen a holistic approach to learning, valuing well-being, empowerment and engagement as fundamental ingredients for personal and professional growth, alongside technical skills. A further objective was the up-skilling of teachers: in increasingly complex and multicultural classrooms, we wanted to provide concrete and interactive tools for innovative, inclusive and non-discriminatory teaching.
We live in a multicultural society where, including in educational settings, episodes of discrimination and gender-based violence (GBV) still occur. Stereotypes and prejudices are often unconsciously reinforced by adults and teaching materials, negatively affecting students’ ability to embrace diversity. CLOSE was created to provide practical tools to recognise and overcome these dynamics. Data collected in the partner countries highlighted a critical situation requiring a structured intervention: in France, 1 child out of 10 is a victim of bullying; in Italy, 61% of students have experienced discrimination by peers; in Cyprus, 17% of children are involved in bullying episodes; and in North Macedonia, 23% of students report having experienced discrimination. Discrimination and negative school experiences also contribute to Early School Leaving (around 11.1% of young Europeans): making school a place where students can “feel good” is essential. Alongside academic achievement, skills such as self-awareness and empathy strongly influence well-being and future outcomes. This is why Socio-Emotional Learning pathways are needed to support adolescents both inside and outside the classroom.