A reality in modern Europe, in contrast to the prosperity and the level of civilization attained, is the existence of vulnerabilities in people’s social integration and acceptance. The complexity and diversity of current problems lies in the unresolved situations in time or new challenges such as the economic integration of immigrants from different poorer European countries or countries outside Europe, the situation of children being left home without one or both parents who work abroad, low economic standards of families which have gone through a crisis that leaves deep traces, problems of integration of people with special educational needs in schools; refugees coming from conflict zones; early school leaving, lack of interest and the denial of educational approach. In this context, social inclusion, even if it is difficult, complex or time-consuming, was the right solution.Cultivating empathy to students in schools was the key element of this project, resulting in an increased ability to express and evaluate other people's emotional experiences and resistance against manipulation.Specific objectives were: increase esteem towards people in need; promote confidence and respect of vulnerable people by increasing self-esteem and creating a set of workshops used as a creative new space in school, called Erasmus Hub, a place where children can meet, regardless their background, to experience new methods of learning and to spend time together.The project was addressed to the entire school population, but directly involved in the project was over 550 students. Of these, 100 were from social groups associated with educational difficulties, economic obstacles and social obstacles. In our school, the participants came from these target groups: with parents’ works abroad, with problems of adaptation in community, from broken families and with disadvantaged background based on poverty.Description of undertaken activities:Cooperation of school coordinators: Implementation of the project was done after a plan, used by all partners, which contains the objectives, activities, resources, responsible, expected results, time and place of realization.Project monitoring and analyzing: project team collaborated to review the progress made on developing the activities to support project objectives and collated the feedback from staff and learners.Creating and updating the website: Romanian school launched the project website, a diary and a portal to wider community.European Day of Languages: in 2017 was the official start of the project and in 2018 was an opportunity to present the progress and showcase the products of the first year.Creation of a project logo: contest organized in each school and after a week and 5509 votes the project had a logo that personalized our documents and final products.Erasmus Street: students, guided by their teachers, created an information space that exist throughout the project and provide clarifications about the project activities.Europass Mobility: host schools provided information, coordinators have taken the necessary steps to obtain the certificate containing knowledge and skills acquired in each LTTA.Listen!: this activity was the first step to increase esteem for others using debates and seminars about vulnerable groups, therapeutic stories.Questionnaires about stereotypes: had the role of measuring and comparing the level of empathy at the beginning and end of project.Observe!: improving the aspects of emotional self-awareness, managing emotions and reading emotions using empathy.In the shoes of others!: students have been put themselves in the peer through different methods: role-playing games, virtual diary.Tell my story: children from the target group told us about their lives using different approaches. Some of these became characters of a social theatre play.Erasmus Hub: activities developed and learned during LTTA were collected in a teaching guide and put into practice in our schools.We improved activities for students outside of mobility by creating a TwinSpace Page where students/teachers interacted.Learning by doing method was the most used, focused on the learning process for the individual. According to the project partners experience, this methodology was successful in terms of involvement, attendance and positive relapses on educational results. A constant improving of students and teachers’ language skills was the using English to develop applications and educational materials. Our project results increased empathy for people from school and neighbourhood: Erasmus Hub - a space created for non-formal education, Erasmus Street - designed for dissemination, Emotions Dictionary and Tell my Story – printed final products, Social theatre play.The most important legacy of our project will be, probably, Erasmus Hub. This space was designed as a meeting place for all students, regardless of their position in school, to learn by doing things and to experiment.

As a Chinese proverb says, “I forget that I hear, I remember that I see and I understand that I do.” , our partnership aims to encourage our pupils to do goodwill activities to be aware of the surrounding world and spend their time by socialization of European children.The project has three main themes. First is about doing goodwill activities for old-aged, needy and disabled. Second theme is about doing goodwill activities to make consciousness for homeless animals, eco-world and organic food. Third theme is about to make consciousness about school, books and games to spend their time well not to be addicted to bad habits and prevent the pupils from early school leaving , Thus we aim to make them both being aware of others and reflect the behaviours they had experienced into their own life. As in the fairy tales have the pupils read about heroes and benevolent people but they mostly learn about them if they become benevolent. Today's developing Europe has lots of development in technology and ındustry.On the other hand,the pupils learn less about the feelings of sharing more or helping others.By doing goodwill activities we plan to do, the pupils will see and understand that we will have a better Europe if we are aware of disabled,needy, disadvantaged ,the worth of world and other livings around .Most of the disadvantaged people will take part in our activities .Some of them are our pupils who are lack of socialization activities because of their economical status or their social environment.The other important part of our project is to get the disabled into our project and make them feel part of our project and make them feel the importance of European citizen.Besides using creative, innovative and enjoyable experiences, the pupils will have a chance to practice their language skills with European friends. The aim of this project is to make them aware of the importance of learning foreign languages. To show them links between school and the world. We'd like to show our students that they can use the linquistic knowledge in real life - to communicate with peers from different European countries. This will result in increasing the motivation for learning foreign languages. Our project will gather dozens of teachers, hundreds of students and families from different corners of Europe so as to create an educational environment and strong multinational bond. Our students will get to know peers from different countries dealing with the same or just different problems. They will learn different points of view, different ways of thinking, different ways of facing challenges and obstacles so as to come to the conclusion we are all like each other. Need only to work together. Just a small thing, but small things can make a big difference. WE can make a difference.