The imperative for realisation of the project on an international level was the affiliation of all partners to European Union, partners who have common but not the same culture, history, traditions, customs, religions and an array of past events which affect present relationships and sometimes they cause tensions and conflicts. The problems were even higher these days due to migration and Covid-19 pandemic. In such a situation the important idea was integration, which happened through mutual activities aiming at mutual recognition, exchange of ideas in the spirit of partnership, tolerance and eagerness to compromise and agreement . Our goal was to prepare young people to the role of being aware, open, wise and tolerant Europeans. Realisation of this project gave an opportunity to equip these young people with competences and skills which will enable in the future for stabilisation, peace and development of the European Union. Young people, taking part in the project had an opportunity of meeting new friends from many European countries and carrying jointly activities, activities which were important not only on a European level but on the global level, too. The goal of this project was making our students aware of necessity to protect our environment and giving them a chance to get involved in it. While working on the project and after its completion, our students became aware of their very outer world, its diversity, problems and aware of their ability to have impact on it. They were encouraged to do researches, analysis, drawing conclusions for future. They realised that their activities gave positive results. They became aware that consumerist lifestyle is dangerous for the environment. They are able to recycle at school and at home, they consciously undertook long-term actions to influence our environment, our local communities and through media wider target groups. They are aware how effective collaborative work is. Communication in the English language was an important goal, too. They understand now how important it is to communicate fluently using a foreign language. Having a good command of foreign language lets them express their needs and problems, including basic needs like sharing ideas, discussing, compromising, giving arguments, presenting, learning and transferring their knowledge. English language as a skill was used with school walls as well as beyond the walls lets them make new friends, motivate them for further efforts to study more and trigger the fluency and joy of being able to communicate with others. Development of language skills brought long term effects affecting next level of their education and their future lives. Using phones, computers and ICT tools is vital and essential for young generations these days. This project allowed them for using all these tools in a new way, other than virtual world which absorbs them too much. They can change this situation and use ICT in a practical and useful way, useful for themselves and useful for others, useful for the world beyond. ICT tools are some kind of bridge which connects generations of teachers and students. This aspect was beneficial for both students and teachers and it brought the feeling of being helpful for others around us. ICT was not only a communication tool but also other digital tools which can be used to produce films, presentations, leaflets, brochures,etc. Students had an opportunity to develop their skills, including artistic, photographic, being well organised and many more. We included students with special education needs, students with problems for whom the project gave an opportunity for team work in the atmosphere of understanding, common support and empathy. For many young people this project was a great challenge of their lifetime. The project changed our students, teachers, our schools and our local communities. We understood that we could achieve a lot despite differences and despite difficult Covid times. Covid pandemic made us work through internet and we all can say that we faced the challenge with success.

The motivation behind the project is the assumption that creative imagination is a powerful tool in the process of learning and emotional-behavioral development, an assumption grounded in scholarship that empazises the importance of play in child development and learning. The project meets a growing interest in Europe on creativity and entrepreneurial learning from early age and is hence in accordance with EU´s education policy where one of its four priority areas is on enhancing creativity and entrepreneurial learning from an early age (EU´s Education and Training 2020). The aim of the project is to implement and illustrate in multiple ways how sandplay and storytelling can be of benefit in educational setting both as a tool to initiate creative thinking and expression for pupils of different ages and abilities in their regular schoolwork and as a therapeutic method for pupils with disabilities such as poor learning skills or attention and/or emotional problems. There are certain indications that by incorporating sandplay and storytelling as a part of the curriculum for all pupils could affect overall academic and social performance and thereby increase the equality of all children in the school system. The participants are sandplaytherapists, teachers,special need teachers, psychologists and headmasters from three schools in Iceland, Ireland and Romania along with managers from two Centers in Iceland and Romania.Undertaken main activities and results: 1. An implementation of sandplay and storytelling as a tool to initiate imaginative thinking and creative expression among special needs and mainstream pupils in their regular school work. Results of the use of sandplay and storytelling in special needs and main stream education were very successful according to teachers that applied this method in all three countries. Sandtray play sessions were beneficial to pupils with social and emotional difficulties as well as learning difficulties and all teachers intend to continue using this method. Sandplay and storytelling helps pupils to escape into an interior world for a period, become relatively stress-free and release their innate creativity. All of this has a positive influence on their emotional stability and aids progress in literacy when they tell/draw/write about their creation. Another benefit arising from the session is that such children return to the classroom much calmer and refreshed. They are then much more likely to engage with the work of the classroom for the remainder of the school day. Sandplay and imaginative storytelling as a therapeutic method for students who have disabilities such as poor learning skills or attention and/or emotional problems was administrated in each participating country. 4 pupils came to 12 sessions each year. Implementation in all 3 countries was run by 3 sandplay therapists and as a part of a comparative research project. 2. A testing of sandplay and storytelling as a therapeutic method. A research project that involves a comparative study, implemented in the three European countries, on the effect of a regular use of sandplay and imaginative storytelling on learning and emotional-behavioral development of pupils with poor self-image, learning difficulties and/or emotional problems. The project took to 8 pupils from each country. The research study builds on and develops further a 4 years study in the years 2005-09 in Artunsskoli.Before and after the participation in the project, with 13 months interval, a battery of standardized tests and scales, among others the intelligent scale WISC, was administered in collaboration with a psychologist. Qualitative results were attained by case consultation with dr. B. Turner that was arranged with regular Skype meetings.The case analyses clearly show that the children addressed their inner conflicts or deficits and that they were able to progress through many of their intrapsychic challenges toward a more integrated in-tact mental functioning. According to B. Turner it is difficult to deciper the relationships between the apparent successes or struggles in the children´s Sandtray Plan and story work and their WISC scores. Some children do successful work in sand and story and their scores that both increase and decrease, as well. Successful work in the sand is a series of trays that shows an engagement with a conflict and its improvement or resolution, and or the child´s ability to construct progressively more organized with higher degrees of relationship between the figures, the earth and water. The use of water indicates an ability and willingness to probe more deeply into oneself. Story development is seen in progressively more complex and imaginative stories, showing explanations for why things are how the are, dialect, description, and so on.