This project was addressed to students from the partner schools, aged between 7 and 15 years old at risk in the educational field, who come from socially, economically, and culturally disadvantaged backgrounds, with learning difficulties and adapting to the school environment. Starting from this, the partner schools set out to jointly find and promote inclusive teaching strategies aimed at improving learning outcomes, reducing discomfort, developing the skills of each student, applying the concept of social equity, and combating absenteeism, school dropout, and stereotypes of any kind.
Through this project, we wanted to help students become aware of their emotions and feelings and understand diversity in all its forms. The students participating in the project learned to feel good about themselves and others, to become more flexible in their personal choices, and to feel encouraged and motivated to engage in the common good, adopting healthy behavior and lifestyle. The project activities supported the students to learn all these things and to register an improvement in school results, becoming able to participate actively in school and social life. It is known that the health and well-being of students influence their ability to use their full potential for personal development. Therefore, this project has contributed to increasing inclusion and generating learning performance by creating and applying teaching-learning strategies that ensure well-being in the school environment. As in all partner schools, there are students from socio-economically disadvantaged backgrounds or students with special educational needs, the project's activities focused on ensuring the psycho-physical well-being of these students, creating positive effects on their development, by reducing stress, and improving their school results.