The general aim of the project was to prevent dropouts and create a favourable school environment, while contributing to the affirmation of a European citizenship, with the promotion, through good practices, of the widest linguistic diversity and intercultural awareness of the EU. During 3 short exchange, pupils socialized and collaborated with their foreign peers, finding effective ways of communicating and becoming highly motivated towards the participation they were experiencing. Many activities, always in direct connection with the partner schools, saw them involved in contributing to the success of the project. Among these, the contest for the creation of a common logo, the shared drafting of an Anthem in 5 languages, the creation of a multilingual e-Dictionary on Early School Leaving, with hypertext links to their drawings, audio, video, photos. All the activities done during the 3 years project were focused on students showing lack of control, lack of self-confidence, difficulty in finding school interest, lack of values that often discourage the weakest, that after frequent failures at school leave it forever. Through the project activities, the students were able to discover their own abilities and change their negative perception of school into a positive image of it. The aims were to find the right strategies, educational tools, methodologies to deal with those students to prevent their early school leaving. The school became a place where to increase confidence in themselves and in their own potential and not a commitment to bear. A place where to participate actively and consciously to their path of growth, where to acquire or valorise their social and communication skills, where to establish or improve the relationship with peers, teachers, parents. About 2000 participants were involved in the project and at least twice benefited of it, if we consider teachers, students, parents, other schools, experts, decision-takers at local, regional, national and transnational levels, local and national education authorities, public reached by press and social media. 4 partners in the project: Italy- Naples- the coordinator, France – Paris, Portugal- Frazão, Paços de Ferreira, Spain – Gran Canaria - Arguineguín;There were 5 Transnational Project Meetings: TPM1 in France (Paris), TPM2 in Portugal (Frazão), TPM3 in Spain (Arguineguín) and TPM4 France (Paris) and 3 Project activities: C1 - a students’ exchange in Portugal (Frazão), C2 - a students’ exchange in Italy (Naples) and C3 - a students’ exchange in France (Paris). The last TPM was held online in Italy (Naples), due to the pandemic, in 3 different steps: in May, in June, in July. The original intents of the project were all met. All the partners carried out the different activities planned and they, according to the tasks assigned, prepared or collected the materials for the different activities carried out and the products done. At the end of the project the tangible results are:- questionnaires, with graphs and their interpretation - videos of the most impressive activities carried out during the 3 years of the project- e-book collecting the results of the students exchanges, stressed on Best Practices for integrating also students with disabilities and for preventing dropouts -interactive e-Dictionary in 5 languages with the most used terms about ESL -flyers and leaflets to inform the educative community about the project-a Facebook and WhatsApp project group-the logo of the project-public Twinspace-website with materials-semi-annual Erasmus newspaper-brochure regarding ESL and its first signals;-slogans and video diaries; -short films, comics strips and posters on prevention of ESL;-final school show (in virtual mode).Expected results and long-term benefits are:increase students' self-confidence and self-control and their competences in foreign languages;increase motivation and satisfaction in school work;increase quality of education and training in all the areas involved in the project, for disadvantaged students and to align education to the needs of the disadvantaged students, too.We think that the project had and will have a very positive impact of the local communities of all schools involved, because:Students: developed a positive attitude towards school and opened their horizons; shared with parents and friends what they saw abroad; raised self-awareness and self-esteem.Teaching staff: increased expertise concerning pedagogical approaches and teaching methods;shared experience and best practices.Teaching staff and students:enhanced the social/ict/language skills and communication abilities;gained team spirit.Parents: were more involved in the educational process and increased their support and engagement in school’s activities;developed a positive attitude regarding the cultural and social acquisitions;Other schools: became interested in European projects and learnt from our experience to fight ESL.