Social and emotional learning has often been an umbrella term for a wide range of competencies from emotional intelligence to social competence to self-regulation.SEL competencies encompassthree areas:Emotional processes include understanding and labeling feelings accurately; regulating emotions and behaviors for the situation (e.g., calmly sorting through a disagreement rather than storming out of a faculty meeting when angry); taking another’s perspective, and displaying empathy.Social/interpersonal skills include understanding social cues (such as body language and tone of voice); correctly attributing the intent of others’ behaviors (e.g., understanding a student’s defiance as a desire for independence rather than a personal insult); interacting positively with students and other adults, and acting in prosocial ways (e.g., offering help and kind words).Cognitive regulation includes maintaining attention and focus; engaging working memory, inhibiting impulses that are not appropriate to the ededevelop SEL and build positive school culture have focused exclusively on students. Educators typically receive little training and support for implementation and for effectively supporting students’ social and emotional development and even less training and support for implementation for effectively supporting students’ social and emotional developmentTeachers’ SEL competencies influenced students in at least three ways:First, SEL influences the quality of teacher-student relationships.Teachers who are good at regulating their emotions are more likely to display positive affect and higher job satisfactionTeachers who are calm, positive, and content are likely to be better equipped to treat students warmly and sensitively, even when students behave in challenging ways.When students have high-quality relationships with teachers, they have better social adjustment and higher academic competenceConversely, when teachers and students have negative or conflict-fi lled relationships, students are less likely to be engaged in school and more likely to have low academic achievement.Second, teachers model SEL skills for students — intentionally or not. Teachers navigate stressful situations nearly every day, andstudents are watching. Studentsl earn from the way teachers manage frustration, maintain control of themselves and the classroom, stay focused in the face of distractions, and shift tactics when needed.They also learn from the way teachers handle students who need better SEL skills, such as when students act cruelly toward oneanother or use inappropriate language, such as “that’s so gay.” That is why teachers need to possess certain “habits of mind,”or dispositions, such as awareness, attention, fl exibility, and intentionality.It is also why one intervention program begins with activities to build school leaders’ and teachers’ SEL skills as a precursor tostudent programming Third, teachers’ SEL abilities likely influence their classroom organization and management. As every teacher knows, maintaininga calm, organized, and wellregulated environment is essential. Such environments include effective behavior management approaches as well as practices that encourage creativity, student choice and autonomy, and student reflection.To build such environments, teachers must maintain a sense of calm, be organized, feel in control of the classroom, and develop social trust with students and families who may be different from them.Our project wanted to create a culture of continuous improvement and learning for teachers and students:* Appropriately gathers information and formulates written assessments about individuals, families, groups or community situations* Able to make assessment of situation and prioritize interventions at the appropriate level and target group.* Conceptualizes and articulates the rationale and theoretical framework behind: assessment, choice of intervention strategies, techniques, and case plan implementation.* Opportunity to formulate plans & goals with groups that include cultural &/or ideological perspectives and to work with groups on the basis of mutually.* Opportunity to interview or interact groups, or staff who are from socio-cultural backgrounds different from the student.* Opportunity to communicate effectively, orally and in writing.* Evidences competence in: listening and attending; reflection and acceptance of feelings; paraphrasing and summarizing content; confrontation; recognition of strengths; incorporating cultural and/or ideological perspectives of clients, and reinforcing.Support for SEL skills must be embedded into the daily life of the school for everyone: students, teachers and staff.This is essential because SEL skills are developed in and needed for everyday interactions.

"“The different colours of music” involved 8 institutions from 6 different countries: France (that substituted Cyprus), Greece, Italy, Poland, Portugal and the UK. Six of them were schools and 2 are associations. The common context where our schools operated is characterized by the presence of students from social deprived background, SEN, immigrants and disabled, and with learning difficulties. We shared the same interest for music: music courses were organized in all schools and some students learned to play a musical instrument. We noticed that, not all students that wished to play, attended these courses, because there was a selection and buying an instrument was expensive. Moreover, the practice was often unsuitable for a student with physical disabilities. So a lot of students abandoned their wish and lose their interest. We wanted to democratise the opportunity to play music, so that, the most part of our students took advantage from it. We wanted to link together disabled, ordinary and talented individuals through the universal language of music and made them part of European inclusive communities. Our main objective was to instill in students the awareness of human diversity, cultural and linguistics through music as a teaching resource in everyday practices that brought together and built an inclusive school and a respectful society with diversity. We also wanted to develop amongst all students, but in particular, those who were disabled or SEN, a sense of achievement and self worth; feel them part of an inclusive community; overcome prejudices against disability; enhance the quality of learning offer and foster equity and inclusion; enhance the ability to express themselves through music and the opportunity to experience the awe and wonder that immersion in such an art can bring to the soul. Playing music is one of the best means to achieve inclusion and a universal human activity a basic right for all. We created a fairy tale about two guys searching rehabilitation, achieving fulfilment and succeeding in their lives. They started a trip through the different European countries and learned how people could succeed in life. They discovered traditional music and rhythms, local languages, dances and musical instruments. At each step they did various experiences and met different people: poor, immigrants, disabled, disadvantaged who in general were not considered but the two guys were able to see special gifts in them and, trusting them gave a new birth to their hidden skills. At the end of their trip the two guys formed a group of artists called ""The different colours of music"", who had a big performance. Despite their conditions, they understood how to use talents and how to give value to their abilities and be member of an inclusive society. The activities were done both locally and transnationally. The professional musicians were responsible for composing songs and also for conducting workshops for students. Together they had rehearsals and public concerts until the last big exhibition of the fairy tale. The most important activities done during the 2 years- project were: identify nature sounds; know foreign partners instruments, songs, and dances; play using objects and recycled materials; express emotions through instruments; compose music using software; know how to make special instruments for disabled people. All activities were made cooperatively and the products created were shared on online platforms. Each student was protagonist of his own educative process. During and after our project, new skills and practices were developed to create an inclusive society in which all individuals play an active role for the future Europe. The participants had the opportunity to meet different individuals with their needs and develop respect for each other, know foreign cultures and develop tolerance, acquire new enthusiasm towards music and be able to express themselves through it, become more sensitive towards people with difficulties and finally understand that there are not people without abilities but just persons with different abilities. The impact on all participants was strong. Teachers knew and experienced new methods, how to work with different students, and consequently, they improved their teaching skills, they created positive and easier learning settings. Being part of innovative strategies, students gained extra motivation to learn not only music, but also all other subjects. They acquired competences in social life and improve key competences, enhance interdisciplinary skills and creative thinking. Schools became more attractive for students and registered lower rates of school early leaving. All the participants gained important abilities and this continued lifelong. The final products, peculiar for disabled served to help other students: our best practice in learning/teaching music enriched all future generations."