It doesn’t have only undeniable effects like leaving school early but also severe and long term effects. The topic of our project is associated with 2015 Paris Declaration on supporting citizenship and the common values of independence, tolerance and non-discrimination during education. Some of the priorities are” inclusive education,equal opportunity and non-discrimination”and “overcoming discrimination,racism, bullying,violence and stereotypes”in in the strategic framework for European collaboration in education and training.(ET 2020)After finding out the bullying fact around Europe, one partner school made a survey at school and asked a question to learners :“have you ever bullied or cyberbullied or know a friend who have been bullied?”. %35 of the pupils replied as “Yes”. To share useful solutions with other European schools and exhange good practices in order to resist bullying, the Turkish school formed a post on e-twinning and 6 schools with the same purpose gathered. There are 6 (primary and secondary) schools from Poland, Turkey, Macedonia, Crotia , Bulgaria and Portugal as partner schools in our project. Approximately 8000 students, 500 teachers and 200 SEN students from 6 partner schools will take part directly or indirectly during the project. During the first meeting in Turkey where we will explain the dissemination , implementation of the project and next LTTS. There will be two short term joint staff trainings in Portugal and Turkey and 4 short term pupil exchange activities in N.Macedonia,Bulgaria, Poland and Crotia. We will also arrange a final meeting in Poland LTT in which we will write the final report. Detailed outcomes and outputs are the website and the twinspace, the anti-bullying app, short educational movies by students and their parents, songs composed by students on “do not bully, be my buddy” , posters designed by pupils on”together against bullying”, board game, a handbook about bullying,t-shirt designs, “ dream a school atmosphere, draw and paint it” competition, a project logo, a project mascot, a calendar created with the drawings of the winner of the painting activity “Dream a school atmosphere without bullying, draw and paint it”, a digital book, an e-twinning project similar to our KA229 project and the website of our project.The project will help to increase the appreciation of bullying against children, cyberbullying and to respect diversity at schools, to improve friendship and empathy between the students of different European countries, to enlarge intercultural appreciation. Our aim is to work on bullying matter in an international level. Because we think that exchanging opinions and experiences will show new ways to us to feel ourselves as European citizens.Our purposes of the project are to decrease bullying at schools by %10 by transnational teacher trainings, pupils and parents activities and transnational pupil exchanging activities; to share European good practices; to make the participants be conscious of rights of the child ,discrimination and bullying; to raise the level of consciousness about bullying and to improve anti-bullying school policy; to compare the reasons and results of bullying at schools , to widespread peace and mutual empathy between students ; to increase the level of intercultural consciousness and conversations among different ethnic groups, migrants and refugees with the help of project activities such based on music and art which are the global languages of communication; to try to understand others by standing against preconception and discrimination; to develop students’ and teachers’ digital abilities, their foreign language efficiencies ; to enrich intercultural awareness and to learn empathy and to stand against preconception.While conducting this project, critical thinking, team and peer works, previous and last surveys, observation forms, presentations, handbook, evaluation forms after each LTT and the final report will be used as methodologies. The estimated outcomes are; a website, eTwinnig site, youtube films, an app, a digital book/calendar, a board game as well as: raising the interest to learn English,powerful emotion of belonging to “the European community”, decreased severity in partner schools, e currently improved anti-bullying school policy,raising the academic success of pupils who have been bullied before,better ICT abilities, higher adaptation of teachers in European educational community.However,finally our biggest wish is that teachers and parents will be able to learn their roles and duties to cope with bullying.In long term,the severity at partner schools will be on the fall of with the help of the activities about friendship and empathy messages in this project.After the project finishes,the pupils and teachers will probably continue working on these languages.Their ICT abilities will develop and this make them to use their developed abilities in their lives, jobs and new EU projects.

<< Background >>The recent COVID-19 pandemic has profoundly challenged our education systems in Europe and worldwide, putting the spotlight on gaps in the right to education for certain children. Teachers, municipalities and families were insufficiently prepared to the conditions of distance learning.Due to inadequate digital equipment, unreliable internet connections, untrained or ill-prepared teachers and lack of communication between all education actors, the right to a fair and inclusive education has been undermined and deeply challenged. Data published by UNICEF in August 2020 show that globally 31% of students and families have not been reached during lockdown and that institutional response has been often hectic.Even before the pandemics, as was already shown in the 2nd Survey of Schools ICT in Education published by the European Commission survey in 2019, schools and especially primary schools were having tremendous difficulty in integrating digital technology; difficulties which have been aggravated by the sudden and unprepared switch to full distance learning.This switch has had a tremendous impact on primary school pupils and their families who are less equipped. Data from the survey reminds us that on average in primary schools 18 pupils share a computer, a number to be compared with the 7 or 8 children per computer average in secondary school. It also underlines that more than the majority (60%) of pupils are taught by teachers who have to cover their own costs to take up professional development opportunities and that 1 out of 2 students consider that their parents don’t understand the online risks they encounter or how they use digital technology.Another survey published by the OECD (Teaching and Learning International Survey) in 2018 concluded that only 40% of teachers felt ready to use digital technologies in teaching. A tremendous effort must therefore be placed on accompanying all these stakeholders of primary school education (who as we have seen have suffered the most from the pandemics)in this transition to this digital age by offering adapted and ready-to-use content for improving educating and training conditions, resources and environment to distance learning.The target groups for our project are education staff (teachers and administration), pupils and their families, municipalities and the local councils which supervise primary school policies. We anticipate that at least 10,000 participants will be able to gain either directly or indirectly from this project through engagement, networking and dissemination activities.For our target groups and in line with the Digital Education Action Plan intended for the period 2021-2027, our objectives which are relevant for this Erasmus+ Key Action 2 are as follows:* provide direct training to 72 teachers on digital competences (LTT activities) in program year 1.* ensure that 36 of the 72 trained teachers offer trainings to their local colleagues by the end of program year 2.* create distance learning resources (a minimum of 120 free ready-made lesson plans and activities) for primary school teachers and students in eight languages (each partner’s language with an English translation).* create a series of documents on the sociological and psychological aspects of distance learning for primary school staff, families and municipalities.* create an offline/online platform hosting all the documents cited above.* reduce risk of early school leaving due to distance learning by 10% on a local level and if possible on a regional level.* provide in all participating cities a space in which students and families can have access to internet connection and IT tools.The international aspect of the COVID-19 pandemic and the similarities in the problems encountered by all the countries and educational systems of the participating organisations require for our project to engage in a transnational approach.<< Objectives >>The expected results during the project and on its completion are the following:* to develop skills and qualifications of primary school teachers in IT through the fact 72 primary school teachers from all will be trained directly in digital competences. Participation willbe recognised via Europass and a certificate provided by training centres. The 72 teachers will reproduce the content of the training to about 400 other teachers.* We will put at the disposal of primary school teachers and staff, primary-level pupils and families, municipalities and local councils an offline / online platform hosting resources, guidelines, documents and information on distance learning. This platform and its content will be translated into eight different languages (including English). It will include more than 120 lesson plans and lessons with activities in different subjects of the curriculum. This content will be classified according to age and subject. It will also include webinars and articles for teachers about how to pedagogically organise distance learning as well as guidelines for municipalities on how to organise spaces for students with economic obstacles and how tofacilitate contact between schools and families.The implementation of the platform will result in:* developing IT skills among teachers* developing key competences among students* reducing the risk of early school leaving during distance learning periods* increasing knowledge and awareness of teachers, parents and local governments about the importance of sociological and psychological impact of distance learning on pupils.* increasing the number of pupils participating actively in distance learning* increasing confidence among teachers and pupils on how to use IT tools for distance learning* Creation of communication and dissemination materials (Facebook page / YouTube channel with video tutorials and webinars)* enhanced management results. For example, transnational meetings, virtual brainstorming sessions with increased sense of collaboration, coordination skills,communication and information flows.* developing international project management methods and their effective and efficient adoption by partners.<< Implementation >>Direct training for 35 teachers in existing digital tools in remote teaching and didactics in online teaching.Local trainings in tools in remote teaching and didactics in online teachingIntellectual Output in the form of an online/offline platform with multiple ressources / ready-made , for teachers of primary schools, parents, students and municipalities.Dissemination activties necessary to obtain the objective of a maximum number of usersMultiplier events- conferences helping introducing our platform and raising interest in our stekholders.<< Results >>Two LTT activities (one in France and one in Italy) will be set during which seventy teachers will be trained in digital competences. They will lead to the development and recognition of their digital competences by the Europass.At least 35 teachers who participated in the LTT activities will provide the same trainings to their local colleagues in order to reach a wider audience and therefore have a bigger impact on the development of digital competences.Sharing of the created content of the platform (webinars, academic researches, documents, guidelines) will allow target groups (teachers and families) to have free access to highquality resources to use as models or as activities.Besides, it will raise awareness and knowledge on the sociological and psychological impacts of remote learning among parents.The activity of the creation of the off line platform will allow students to continue remote learning and so will diminish the risk of early school leaving by increasing the number of actively participating students in the learning process.The design of a dedicated IT space for students and families by Albanian municipality will serve as reference for other countries to create their own spaces.All the dissemination activities will lead us to the creation of communication and dissemination materials. The three transnational meetings will enable the development of international project management methods and their effective and efficient adoption by partners.Once all the project outputs are achieved, the partnership will focus on dissemination of results by organizing multiplier events in the form of conferences organized in each partners’ countries. The multiplier events will allow our platform to be used by a wider audience.

"<< Objectives >>By producing digital games and materials that improve the cognitive, affective and motor aspects of individuals with special needs; We want them to acquire and develop academic, self-care, communication and social skills. We want to take part in the process of creating individual digital materials that will attract their attention and support their permanent learning by providing their perception and motivation. We also want to mobilize non-school institutions and their target audiences.<< Implementation >>We will strengthen the feasibility of the continuation of the project with an effective and high-quality cooperation with 2 (TPM- ITALY).Activities within the scope of the project.We also have 3 LTT Events:SPAIN/ NGO: Course and activity to recognize and use digital tools and resources.MACEDONIA (School): School-Family collaboration with the ""Accessible School"" processTURKEY (school) Educational applications of digital materials and games and the use of necessary platforms<< Results >>Gaining corporate identity with digital school culture and institutional capacity building.To achieve gains that integrate digital education pedagogy into the curriculum in special education.To complete the Accessible School process, To perform applications with digital materials and games. To monitor and evaluate student achievements with digital scales, portfolios, instructions, booklets and applications.To raise awareness about digitalization for equal opportunity in special education."

"Statistical data collected by the World Health Organization (WHO) shows that about 50% of all mental health disorders (leading to abuse psychoactive drugs, aggression and violence, and other antisocial behaviors, various offenses and general neglect) begin during puberty. 10-20% adolescents are identified with mental health problems. Therefore WHO in his main document recognizes the protection of mental health of children and youth as a priority in politics health protection.The goal of health promotion and protection is not only to strengthen health and well-being among children and adolescents, but also to take care of the health and fitness of future adults.Specialists agree that the early years of life have a great impact on mental health as well as good cognitive, emotional and social functioning of a human being. Good mental health during childhood is a condition for an optimal development, effective learning, building satisfying relationships with people, taking care of your own physical health and independent coping in adult life. Mental health protection for young people is therefore an investment for the future.School is not only a place where the child acquires knowledge planned in the teaching programs. It is also an extremely important environment that has a huge impact on emotional and social development of the student.It is here that the young man expands the social network, gains friends and develops social skills. He also has the opportunity to learn about adult social roles different than in the family. Under the influence of school experiences, the student perpetuates or verifies his image of the world, other people and his own person.The school can strengthen the mental health of students, it can reveal already existing problems of children with mental health, it can also cause them. The sense of physical and mental danger as well as educational and social failures of a child often correlate with health and social problems, such as using alcohol and drugs, premature sexual contacts and behavioral disorders, including criminal activities. The goal of activities at the school, in the field of mental health promotion and prevention, is to reduce risk factors and strengthen protective factors. When talking about mental health, one must not forget that it is an essential part of general health. There is a close relationship between the state of physical health of the child and his ability to learn, achieve school successes, also in the field of social contacts.We have created the ""MIND your health"" project that aims to raise the qualifications of teachers and parents in the subject of students' mental health, recognize possible problems, solve them and - most importantly - prevent them. The second aspect of this project is to build a better atmosphere in schools for students to raise morale. Students increasingly have low self-esteem. Instead of being among friends and family, they are looking for acceptance in the virtual world. Rejected or criticized very often can not cope with negative emotions. By participating in the project, we want to raise their own self-esteem and the ability to deal with feelings in the modern world.During the project, students, teachers and parents will gain and expand their knowledge about mental health during meetings, workshops, celebrations of the Mental Health Day or Safe Internet Days and trips to partner schools. Pupils and teachers will develop English language skills as well as reasonable and effective use of ICT at school and beyond. Last but not least, they will promote European identity not only by getting to know other cultures and history but also by learning how to respect them.This chain of activities is able to enhance students' ability to cope with obstacles in every day life. All the above mentioned tasks will be presented in each town, school and local community. Sixty students will take part in the project directly through trips to partner schools. Their classmates will also be very involved in the project work and the exchange of information and experiences. The entire school community will benefit from the project. The Mental Health Day or Safe Internet Days will cover the entire school community. All students will have the opportunity to take part in the ""My Perfect Spot"" competition and after the implementation, using this place. Integration workshops in schools will also be planned to cover a wide range of students."