Social exclusion is a form of discrimination. It occurs when people are wholly or partially excluded from participating in the economic, social and political life of their community, based on their belonging to a certain social class, category or group. Due to migration to Europe situation is getting worse. It has been reported by European researches that approximately 1 in 6 children report experiences of social exclusion at schools. While belonging and connectedness to peers is important at any age, it is particularly relevant in adolescence. Research suggests that adolescents are particularly sensitive to peer rejection and as a group, may experience the most significant mental health effects such as depression and anxiety in response peer rejection. Since best way to fight exclusion is starting at childhood and adolescent, the project will be taken place at schools. Aim of the project was to contribute to social inclusion of children and teenagers from different cultures, disabled students, migrant students and socially excluded students from different reasons. Biltes was the coordinator school of the project, Miedzynarodowa Szkola Podstawowa Edukacji Innowacyjnej from Poland, INSTITUTO EDUCACION SECUNDARIA LA SOLEDAD from SPAIN, Daugmales pamatskola from Latvia was the partners of the project. It was estimated that 600 students and teachers directly 13000 students and teachers indirectly benefited from project. Teachers were chosen by taking into consideration of their enthusiasm to participate and disseminate the project activities, language skills, project experiences, leadership abilities. Criteria for selecting students were their vulnerability level for exclusion, language skills, and leadership skills. In order to achieve the objective of the project, series of activities at national and international level was done. Most important activity of the project used education as the instrument. Preparing and implementing lessons which included active involvement of students such as peer learning, gamification, active learning made students interact and work together resulting in construction of new friendships, understanding each other, tolerating different cultures and believes, acceptance of diversity and understand the importance of being together. Lesson plans of these learning activities were planned by all participating teachers, discussed at M1 of the project, and implemented first during the 4 LTTAs of project and then nationally at partner countries. Other activities of the project were; - Formation of school choir ( these choirs will compose songs which emphasizes on importance of acceptance of diversity and sing them at each LTTAs) - Formation of unity club (these clubs promoted the project, work for obtaining more inclusive school by preparing posters, activities at school) - Traditional art activities (At each LTTA, students from the host school taught their traditional art works to participating students who taught these works to the students at their own schools. This activity gave students opportunity to learn different cultures and work together) - Street game activities (At each LTTA, students from the host school taught their local street game which needed large group of students to participating students who taught these games to the students at their own schools. During this activity students made new friendship) - Erasmus + Corner where the materials of the club, logo of the project, and the art work for the project was displayed and the visuals from mobilities were displayed. These activities were expected to change the behavior of the students to become more inclusive by giving them opportunity to make new friends, express their thoughts and feelings to each other, and know different cultures and people. Leader students at the school guided other students to include all students to activities inside and outside the classroom. Since in these activities socially excluded students actively involved, their interpersonal skills were developed. Therefore, they better expressed themselves, made new friends easier. Teachers’ role in this activities were conducting the lessons with methods that include all students interacting with each other so that they got familiar with each other and make new friends. There were many impacts of the project; students developed sense of tolerance and acceptance for each other, teachers learnt the application of different teaching methods by preparing lesson plans and applying them during LTTAs, schools was more inclusive therefore more successful.