The project “Breaking the silence together” is based on the educational priorities of the Europe 2020 strategy, the recommendations proposed by the Council of Europe Convention on child protection regarding exploitation and child sexual abuse, as well as the outcomes resulting from the main academic studies addressing the consequences of child abuse. Child sexual abuse is currently a significant problem in Europe affecting between 10% and 20% of children from any social and economic class in all European countries. The main research confirms the direct impact on academic performance. The project has successfully achieved the two main objectives: (1) To develop a Community programme on the prevention of child sexual abuse for European primary schools. 2) To provide a concrete tool for primary schools to become safe and child protection institutions, creating a climate that reduces early school leaving and increasing the rate of academic success.The loa project team has created five organizations. Three organisations from Spain, Austria and Poland with an extensive knowledge in the prevention and treatment of child sexual abuse. A research centre in Greece specialising in childhood and child abuse. The fifth organisation has been a Europe-wide organisation, based in the Netherlands, bringing together directors from all European countries. Teachers, families and pupils from six rural and urban primary schools (two in Spain, two in Austria and two in Poland) as well as local and national reference organisations have also participated very actively in the project. The project initially carried out a collection and analysis of previous experiences in the development of prevention programmes of child sexual abuse in the school context, analysing the keys to success as well as the remaining challenges. This analysis is included in the report Learning from the experience (O1), available only in English in the project website (www.preventingchildsexualabuse.eu). This report was one of the starting points of the project. The final products obtained have been the result of a participative and collaborative methodology in which the beneficiaries themselves have taken part in all phases of the project. In this way, an initial training was carried out in the six collaborating primary schools aimed to teachers, families and pupils (separately). Subsequently, discussion groups were held (a total of 18, three in each school) to collect their proposals and needs to be covered in the community prevention program. At the same time, five expert advisory councils were created in each country, which also defined at their first meeting the challenges and needs to be addressed by the prevention programme. All this, together with the experience and knowledge of the project team, led to the creation of a first version of the prevention programme and the related resources. This first version of the products was piloted and assessed in the six schools by teachers, families and students as well as by the five advisory councils. The final version of the prevention program was obtained with the contributions performed. The prevention programme consists of four articulated base products, complementary and mutually supportive and concretely: The Community prevention programme (O2) as a framework document for primary school management teams; Teachers Manual(O3) for school teachers; Material for families and students (O4) made up of a booklet and a set of cards aimed at families and their children; Awareness Kit (O5) aimed at the community and with the aim to make the program visible and made up of a brief document, a poster and brochures aimed at families and children with key messages. The prevention programme and related products are available free of charge on the project website in five languages (German, Catalan, Spanish, English and Polish). Within the project framework, four national seminars have been organised in Spain, Austria, Greece and Poland as well as a final European Conference to present the final products obtained. Overall, more than 500 people took part while the prevention programme was very favourably received and highly valued in terms of quality, usefulness and need. As a result of the impact and success of the project, we can state that once the project has been financed by the European Commission, the products obtained are being implemented at different levels in all the countries participating in the project. We can state that the project has contributed directly to make progress in tackling a problem that affects a significant part of the European child population.

SERENA will accelerate efforts to improve access to health and social care (HSC) for child victims of maltreatment (physical, sexual, psychological abuse and neglect) throughout Europe. The major ambition of SERENA is to identify and promote the means of improving the detection of child maltreatment (CM), of limiting its consequences (recurrence, severe conditions), and reducing the induced burden for victims, families, and society. This ambition will be supported by assessments of current care pathways (HSC services), the barriers and inequalities when accessing these services (before and after the recognition of CM, including children's physical and mental health conditions), as well as the financial burden on a societal level. Our assessments will rely on a mixed-method approach combining qualitative analyses in 3 EU countries (interviews with adult survivors of CM (ASCM) and HSC professionals) and quantitative analyses (longitudinal cohort study based on HSC administrative data in 7 countries, but also aggregated CPS data in 26 countries). An interdisciplinary participatory synthesis of the findings (with stakeholders and ASCM) will deliver a co-constructed assessment of the situation and the definition of priority actions. Finally, we will design and promote, through the consortium's extensive network, operationally and economically viable recommendations with potential for transposability across the EU for policy makers and HSC services. The SERENA recommendations will encourage changes in policies in all EU member states so that HSC daily practice can i) be assessed in terms of validity and availability of the services in all areas, ii) identify necessary evolutions to be encouraged through legislative measures (data collection and exchange between HSC services), and iii) provide an awaited shift in CM management. The resulting effects of these changes will include improved detection of CM cases and HSC access, improved management and reduced overall costs.

<< Objectives >>PLACES supports the implementation of the Sustainable Development Goals in a European context, and uses SDG 3; “Good Health and Well Being”, SDG 4 “Quality Education” and SDG 10 “Reduced Inequalities” as subject area. PLACES shows how playful learning and the use of storytelling, can create participative and inclusive education, which can promote engagement and active participation among pupils towards the SDG and the European Integration Project that supports Europe’s contribution to the SDG.<< Implementation >>The project design is inspired by creative design thinking and co-creation. These are solution-seeking methods that focuses on the active involvement of partners and users (teachers and pupils), and on cooperation in the creation of solutions and products, while learning along the way. PLACES consists of 5 WPWP 1 – management and coordinationWP 2 – Needs analysisWP 3 – Learning design, teacher guidelines and springboard storiesWP 4 – SustainabilityWP 5 – Good practice and Recommentations<< Results >>PLACES develops 1) a didactic learning design, 2) learning materials that touches upon the importance of European common values to reach the SDG and 3) teacher guidelines. The PLACES material, which will be used in primary schools and lower secondary schools, will be based on a learning design that uses playful activities, storytelling and active participation from the pupils, which will increase their curiosity, creative thinking and their willingness to engage in the society.