The project’s goal was to help students develop the skills which would enable them overcome school failure, this being, as reckoned by all partners, a common problem. It consists of a process whereby students cannot keep up with their tasks like their peers do and gradually disconnect from the educational system. This may even happen among students who are talented and intelligent enough to succeed but are unable to apply these skills to their school environment. Depression, anxiety, problems in the family etc. are among the main reasons for school failure, its final result being unsuccessful life. The core of the project relied on theatrical and literary studies. Therefore the partners drew from their previous experience in applying best practices to counteract the above-mentioned problems. Such practices were shared with both the Italian and the Macedonian partners so the work for the project could start. Italy, as the coordinator, exploited their past experience in drama workshops at school and blended such skills with the other partners’. This resulted in equal correlation/distribution of tasks among the partners. There was a meeting in each of the partners’ schools. One meeting was the Kick off at the beginning, held in Italy, whereas four of them were Learning Teaching Training Activities.The number and profile of participating organisations was five: the Italian School has an important social and cultural identity and is an important point of reference in Vasto (an ancient Roman-founded town very rich in traditions and history): it has more than 1,200 students in two compounds and encompasses pupils from all three first levels: kindergarten, primary and lower secondary school. One of the teachers has a strong background in drama and acting, and has implemented drama-based workshops in her classes several times over the last decade.The Turkish partner’s School is located at the intersection between Asia and Europe, on the Asian side of İstanbul. Founded in 1968 the school is presently located in a 2010-building and is one of the best known schools in the region of Kadiköy, the biggest district of İstanbul.OOU “Kocho Racin” is a primary/lower secondary school in Nov Dojran, in the southeast of Macedonia, providing education to young students between 6-14. It has 300 students enrolled with a multiethnic and multicultural quality. This school has strong skills in organizing students competitions, charity work, multicultural events, sports activities as well as in sharing cultural and national heritage. The German partner’s School is a lower secondary school (ages: 10 to 16). In addition to the regular subjects, their curriculum includes many extracurricular activities in the field of sports and social behaviour. The school caters for refugee children and gives them proper education while integrating them into German society.The Hungarian partner’s School is a primary/lower secondary school with 620 students, 6-14years old. Two languages are taught – English and German, and there are IT specialized classes. It’s located in Zirc, a small town with 6,000 inhabitants. Lots of students come here from the surrounding villages. It has a strong bias on PE, foreign languages and ICT. All five schools can boast being awarded in a variety of fields several times.We chose the students who were eligible to partake mobilities according to the Project’s general guidelines; after that, they started to run activities under the supervision of the teachers, before, during and after each LTTA whose basic recurrent structure was:1)formation of students teams to work on one of the national sagas in the form of a digital photo story/documentary2)Plot development, creation of costumes , props 3)Rehearsals of sagas on stage during the project meetings,This being the main body of the project, the students learnt key skills which are vital in today’s world of work such as creativity, learning by participating, working together for a common goal, building team spirit and contributing with their own ideas. Besides, the project helped pupils avoid social exclusion and school failure, to develop foreign language learning skills along with a national and international awareness and improved their ICT skills. As expected, their self-confidence /esteem increased, their participatory spirit was accomplished and other basic skills were developed.In more general terms the main impact of the project was related to fostering new ways for teachers to work in class with their students in order to prevent their failure etc (see above) and ultimately creating a more open-minded approach and attitude towards all members of the European community. The impact was (and still will be) far reaching, from children to parents, to the wider community surrounding their schools.