Our primary goal when designing our project was to raise awareness about refugees. Because one third of children in European Union countries were immigrants or refugees. The most fundamental problem was the lack of access to communication, socialization and education. They did not have equal conditions with their peers. They were the children who came later. Their arrival was difficult to adapt to the schools. Because they had language problems. The other students were already prejudiced. The refugee children had experienced the destruction of war in their country, lost their beloved ones, eventually abandoned their homeland. They had come to our country and secured their lives, but now they faced different problems. These are; new language and communication problems, and adaptation to the new social environment they were in.It was necessary to make them feel comfortable and remove the psychology of humiliation they had experienced. So they could be happier and more successful.We thought how we could help these kids in this situation.- We had immigrant and refugee students in our school. First, we identified our target groups. The refugee students, the students in our school, the parents and the children. We did activities with these target groups. We have delivered the effect of our project to large masses.- We started Turkish Language Course when the project started. We taught 4 hours a week. It was very important to teach Turkish to these students. Because the biggest problem for refugees was the problems which are due to lack of communication. As we continued our courses, we made interim evaluations and measured the successes. When their speaking skills were improved, they were accepted by their peers.- Our teachers had problems too. They did not know how to treat these children and give them education. As the communication problems of the refugee students decreased, the academic achievement increased, the socialization problems decreased and the feelings of belonging increased. We kept their awareness constant by keeping them active in the project. When language problems also decreased, teachers' communication with these students became stronger.- To make our project visible to everyone; we created a project corner and panels at the most prominent place of the school.We exhibited all our activities there. There is also a panel on the outside and on the wall indicating that the name of the project, the names of the partners, logos and the coordinator of the school.-We built a project club with our students. This club was active in all activities.-We created a mail group, Whatsapp group, Facebook and project blog to communicate with our partners and evaluate the progress of the project. So we were able to communicate in such many ways. (https://wordpress.com/view/refugeerasmuplus.wordpress.com)- We've done project dissemination work. We were also at the local and international press. Through the press we announced our project to a large audience. We were praised after people read our news. There was a lot of interest on our project.- We completed all the activities we promised in the application form. As the coordinator, we directed all of our partners.We made surveys. We measured our success by evaluating the questionnaire analyzes. According to the results we set our own route.- We did two TPMs and three LTT activities. Our students and teachers were able to do international projects in these activities. Foreign languages ​​have developed. We had the opportunity to introduce our country and our project.-We gave specific tasks to partners.The Netherlands and Romania were responsible for developing the project.Turkey was responsible for checking, Portugal cretaed the blog and checked it,Slovakia measured the impacts, Greece and Poland also evaluated the activities and made budget management.-The refugees have the ability to speak, understand, write and read in Turkish. The feelings of strangers and exclusion were reduced. Academic achievements increased. They had a sense of belonging. Common awareness of the problem of refugees has increased over our target groups. Tolerance and Empathy on differences increased. Discrimination decreased. More understanding and responsibility for social, linguistic and cultural diversity has improved.-The effects of the project in the long term are as follows; We will continue our language course. So we will resolve communication-related issues. Our school is capable of doing international projects. The success of our school was heard by the surrounding schools. Our students improved their involvement in the project activities and their sense of responsibility. We observe that they work with the same self-confidence at the schools that they went. Our project inspired other projects. We helped our colleagues who wanted help from us while doing projects on the subject of refugees. We gave them joint support and shared our eperiences.

"Negotiation is a way of working together (win-win) with those who have similar or different interests and needs and wish to reach a common agreement. If people can not solve common problems, they should strive to solve common problems in the guidance and facilitation of a third person instead of violence against each other. The guiding, facilitating and guiding of this third person is called mediation / peacemaking. ""Through the Conflict Resolution, Negotiation and Peer-Mediator / Peacemaker project, we believe that we will contribute to the long-term initiatives for social peace and reconciliation, which have recently been discussed at the national level. to give young people the ability to manage conflicts and disputes on a personal level in a constructive and peaceful manner.We believe that the idea of ​​peace began in the individual. We believe that a peaceful society can be realized by raising peaceful and compromising individuals. In the future, the greatest reduction of cultural, ethnic, religious and class conflict situations can be achieved by increasing the number of individuals who can manage their differences non-violently. For this reason, we believe that the school environment, different levels of physical-social-emotional-moral development, different religious, sectarian, ethnic and cultural characteristics and different sexes, age, these students will be more peaceful and reconciliatory. For this reason, as a concrete approach, we need to educate and reconcile our future adults peacefully. We believe that the skills of peace, reconciliation and coexistence in our social culture should be presented in the educational settings as problem-solving abilities of our students. We believe that our students should be trained as mediators, mediators and leaders to have more serious problems tomorrow. In a safe environment like school, we believe that even if adults can solve conflicts and conflicts between students' peers and solve with the support of peer mediators / peace-loving people, we believe that these skills will be carried into their social lives. The ""Negotiator-Mediator-Leader-Learners"" project, is an integrated activity consisting of 6 training programs in which the specialties of the schools in the country are brought together and maintained. Each of the project partners submits their expertise in their field of activity to the other partners. A book to be used after the project will include a student, a teacher education book, a glossary of mediator student system terms, a book of social skills to improve mediation skills of disadvantaged students and immigrant students, and a book on mediating problems and solutions. Project 6 LTT activity is planned. 1.LTT Zokalp will host the Middle School. Four teachers from each project partner school will attend. 2.LTT will host the Complex School in Zychlin. 4 teachers from each project partner school will participate. LTT's Scoala Gimnaziala will host Ion Creanga. Four teachers from each project partner school will attend. 4.LTT will host the 2nd Vocational High School of Giannitsa in Greece. 3 project students and 2 teachers will participate in each project partner school. 5. LTT ISTITUTO COMPRENSIVO STATALE ANTONIO UGOEV will take ownership. Five teachers from each project partner school will participate. 6. LTT will host CEIP TAGOROR.Each project partner will attend 3 teachers from the school. Project participants will be selected with objective criteria. The mediator will develop the negotiation, dialogue and problem-solving skills that the trainee will have throughout his or her life and career. Teachers: will spend less time and energy to resolve disagreements among students and manage unwanted behavior. The mediator student system is a valid and secure system in the prevention of early school dropout. Disadvantaged, special needs and immigrant students will influence the school climate in a positive way, as they will adapt to the social skills and mediation system they receive and lead to a more positive and constructive transition between student-student and student-teacher relationships.After the project is over, the impact on the participating schools will be as follows.Contribution to the internationalization of partner schools, increase awareness of the institutionDevelopment and evaluation of R & D and strategic planning and vision creation strategiesDevelopment of new methodologies in the training process, transferAmong the stronger competencies for the teaching staff are program development, integration skills development.A more dynamic and professional environment with a high commitment to working in a school settingUp to the end of 2020, Mediation Studies become 90% resident in the training areas where the partner schools are located (for each partner school)."