"This project, born from the previous e-Twinning project ""We are green schools"", promoted in our pupils the development and achievement of skills and competences through innovative practices and collaborative approaches to teaching and learning, focusing on Environmental Education and Education to Sustainable Development, connected to the urging need to protect and preserve the environment for a better future of mankind. During its life, pupils have carried out different activities through non-formal and inclusive methodology (cooperative learning, group and pair work, workshops, peer to peer, use of ITCs, learning by doing, CLIL), in order to become aware of the actual environmental issues in our regions, in our Countries and worldwide and to promote effective behaviours and models to improve the situation in a perspective of active citizenship; they have meanwhile developed basic, transversal and soft skills, like digital and language skills, as they have been encouraged to use the ITCs and the English language to communicate in a European dimension. All the eight key competences of Citizenship have been developed and strenghtened thanks to this project. All the activities have been the result of the partnership cooperation, some of them have been carried out in a vertical dimension in Comprehensive Institutes (from nursery to secondary school), and the collaboration with families, local authorities, policy-makers, public bodies, associations and firms in the territory has been always active and positive, leading to actions of local and regional development. All students from 3 to 16 have been involved in the project activities at different levels according to their age and competences, but the ones taking part in Learning Sessions were the older pupils of 13/16 years old, on average 4 from each Country for each mobility, selected according to precise criteria defined by each school (ex. merit, Citizenship skills, engagement and motivation in the activities related to the project, social or economic disadvantage). The project activities were categorized in six different areas, and each school was assigned to one of them: 1. Energy saving -Romania 2. Water saving/marine protection-Greece 3. Healthy eco-environment/food/composting-Portugal 4. Ecologically designed yard/vegetables garden/outdoor eco classroom -Macedonia 5. Air pollution-Poland 6. Waste disposal management/Recycling-ItalyDuring the project life time, in order to implement these activities, there have been four Learning Sessions for pupils and three teachers’ transnational meetings to monitor the quality and progress of the program. Learning Sessions have been extremely important and necessary to this project, which was based on the sharing of green practices and behaviours ON -SITE, in a European perspective. Through the direct experience and observation of the activities related to different areas carried out in each country, the confrontation between different conditions, environments and backgrounds, the pupils have reproduced and acquired successful and effective new procedures and ideas relating to a healthy and eco-friendly life style, to be imported and implemented in their own country, creating innovation through entrepreneurial ideas and spirit.Our project task was that of developing in our students and the whole community citizenship competences working on the growing connection between environmental, social and economical dynamics, and on the relation between sustainability, economics, ethics and social responsibility.We can say that our project, promoting concrete environmental actions and good practices (i.e correct waste disposal and recycling at school and at home, reduction of CO2 emissions, sustainable mobility, cleaning of green areas and beaches, energy saving and water saving, reduction of waste and re-use, healthy diet, vegetable garden, reduction of plastic, “plastic free” families etc.) has had a significant impact not only on partnership schools, teachers, families and students, but also at local, regional, national and European level, involving local communities, municipalities, institutions, associations, firms, public bodies, policy-makers, networks of schools and so on.The project results have been widely disseminated by each partner school both inside and outside the partnership, in order to give the most communicative visibility to all the activities and good environmental practices implemented: in this way we will allow all interested people, public bodies, institutions and policy-makers to spread our project results and ideas, extending our project impact, improving environmental sustainability and justifying the European added values. Thanks to this project our pupils could promote actions and activities related to the preservation of our precious environmental heritage, starting to behave as active citizens who will be the hope of tomorrow."

The school bullying was a real problem of scholar environment, generating a powerful negative impact in cascade: at individual and collective levels. School violence/aggression was a phenomenon which conducted to the development of negative emotions, low scholar results, failure, isolation, school abandon and even suicide and murder. The European Strategy to Prevent and Tackle School Bullying confirmed that the procent of children who were bullied was too high in Romania: 60% by students and Greece: boys 23.4% & girls 8.8%. The data were confirmed in Romania by a sociologic report of Save the children _NGO, in 2016. The need of our schools for handling in an efficient way the bullying and cyberbullying was also confirmed at our partnership level, by a survey- questioners in autumn 2017 on 50 students at each partner (results are available on eTwinning and www.cnlr.ro). The project objectives were: 1.Enhancing Socio-Emotional Competences of students & teachers for a better inclusion and tackling with disadvantage situations, 1.1. Development of Socio-Emotional Competences for a min. 25% students. 1.2.Improving capacity of min. 25% of students to apply acquired knowledge, skills and attitudes which are requested for building resilience, understanding and managing emotions, behaviors and relationships with others. 1.3. Building capacities of a min.36 teachers to experiment innovative, interactive & effective ways of teaching based on Emotional Intelligence and Socio-Emotional Learning, to create and use educational tools based on Emotional Development. O2-Promoting a supportive organizational culture of the imperfect peace, kindness and carrying coexistence in diversity. 2.1. Fostering the sense of belonging to a collaborative community of diversity, inclusion and peace. 2.2. Enhancing the potential of min. 25% students & 36 teachers for building peace in an intercultural community. 2.3. Development of min. 25% students &36 teachers capacity of dealing with power by perspectives of conflicts and imperfect peace coexistence, in sense of positive transforming of reality into more peaceful, inclusive, integrative and carrying conditions. O3-Development of digital citizenship & social-media safety. 3.1. Improving the abilities of min. 25%students &36 teachers to detect and manage the on-line aggression; 3.2. Enhancing the abilities of min.25% students &36 teachers to connect the damage ,danger and risk with ICT use, to protect digital identity and applying security measures for a safe/suitable use of digital resources; 3.3. Empowering the parent conscience and engagement as as reference actor of well-being, healthy and safety life of their children in a Digital Era. The project proposed common activities at each school level, 3 short terms training sessions for teachers and 3 short term exchange of students; the methodology wass based on communication, cooperation and interaction, an active and participative one, mixing emotional learning, games (including digital), participative workshops, intercultural events, TED conference format, case studies and investigations and IT tools using.The activities were focused on cooperation, collaboration, working in intercultural teams, active and participative strategies in order to involve students, teachers, school staff, but also parents and other stakeholders.Results obtained: min.36 trained teachers and 750 students involved in common educational activities (77 vulnerable &62 in mobility); increased digital citizenship and level of competences as: socio-emotional, intercultural &interpersonal communication, cyberbullying management, e-safety & security, IT using and developer, English language, 6 organisational culture increased in the sense of safety, peace and inter-institutional relations, 1 network; 1 project web page, 1 etwinning project, 1 Facebook page, 1 Journal, 1 Flash-Book as good practices collection, 1 handbook of Coexistence in peace , 1 curricular proposal-training course for teachers, 6 e-Safety certificates, 6 intercultural events, 6 programs for scholar bullying preventing and early-intervention, 6 e-lessons and e-games, 6 digital stories, 6 national petitions on digital future, 60 Flash-signs/stickers, min. 6 digital stories, 1 article, 4mounths intermediate monitoring reports and a final report. Impact: there were improvements in teaching and planning based on socio-emotional learning& management of bullying situations in school, increased the level of using digital tools&educational platform, developed educational resources, increased the quality of educational act and services, improved the relationship between teacher and students, created a safe and confident learning environment in classroom/ school, changed organisational culture in sense of inclusion and coexistence in an imperfect peace, decreased the level of bullying in scholar environment, school failure, abandon &discrimination acts, antisocial behavior, even suicid.