Our main objectives were: O1 to decrease the number of unwanted/aggressive behaviors in children with special needs from partner institutions, a necessary condition for cognitive acquisitions and sustainable future personal development. O2 to develop teachers skills to manage unwanted behavior and to create a state of well-being for SEN students in partner institutions, O3 to increase the level of awareness and information of teachers who work with SEN pupils in partner schools on the topic of stress management and well-being at work O4 to decrease the number of exhaustion/burnout phenomena in teachers working with SEN pupils.
All partners involved in the project made internal analysis regarding the number of unwanted/aggressive behaviors recorded in classes which included SEN students which showed a large number of this type of behaviors. Also a questionnaire applied to teachers lead to the conclusions that more then 50% of them lack skills/methods to manage aggressive/unwanted behavior and help to create a state of wellbeing in children with special needs. Another questionnaire created by Greek partner and addressed to teachers in all 6 partner institutions showed that more then 40 % of teachers lacked proper techniques of personal stress management at workplace and felt often tired, exhausted or without energy due to their work. Also 16 % of teachers working with SEN students in partner schools declared that they often feel like they are on the edge of their stamina, being strongly exposed to burnout. So our internal analyses took all the partners to the conclusion that in partner institutions there was a diminished state of Wellbeing for SEN students and teachers working with them. Each partner institution were using some methods and techniques of improving well-being in school but they were not efficient enough.