"Early school leaving (ESL) is one of the biggest challenges education policies are facing right now. It is affecting more than four million young people who in most of the cases they are either unable to find employment or end up working in low-skilled and often unstable jobs. Therefore, we can not ignore that ESL brings consequences and costs to the society and it should be adressed as a priority. These youngs usually enter a spiral of low self-esteem, sense of failure, stigmatisation and social exclusion. Our experience with this kind of students has shown us that usually follow a common path: many of them come from poorly educated, socially and economically disadvantaged backgrounds which enables little support. Failing at school usually leads to negative attitude to school, which ends in absenteeism and eventually school leaving. When handling ESL the focus has been put on the lacks and even psychological issues of the individual. We aim to distance ourselves from this outdated approach and enhance the problem as what it is, a more complex phenomenom. This project will bring an innovative attitude towards ESL. The peer group plays a significant role in the process of motivation and support of these students. We want to create the basis for a future implementation in each school of a peer counceling program, where the own students, who in the mayority of the cases have overcome ESL, can accompany and support students who might be at risk. The focus on the individual has been hiding the structural failings in the educational systems and teachers training, absolving the school of its responsability. Early school leavers tend to build negative relationships with at least one teacher. We want to foster the importance of considering teachers as ""agents of change"" in pedagogical challenges over the longer term. Social skills, together with the associated building of positive relationships with pupils, are supreme in the educational process. We need to make schools aware of the importance of their role and give teachers the necessary tools. The family context plays a crucial role in the future of academic success of children. This partnership aims to enhance and facilitate the dialogue between parents, schools and other external skateholders. We believe parents should be made welcome and be supported.If we want to fully understand the reality of a early school leaver, we cannot forget to set the individual as the central axis. Our approach will be to gather individuals that can share their own experiences of success after a time of school leaving, having two goals in mind: preventing possible school drop outs and motivating those who are at inminent risk of leaving school.The main objective of this partnership is to develope the tools to tackle early school leaving and disadvantage, enabling success for all learners. We plan to: 1. Strengthen collaboration with external stakeholders as organisations that can support students and families at risk of school leaving or/and social exclusion. We will create a database of organisations (local level) working with disadvantaged young people (who were drop out of school). This database will be available in the project web page and each school's webpage. 2. Involve families at school and give them the resources and support to solve the problems their children are facing and the tools to observe the behaviour that can lead to the risk of school leaving. Families will be part of the project and will be involved in all the mobilities at local level. They will also be part of the different seminars by external skateholders. 3. Foster social inclusion developing teachers as agents of change in the context of social inclusion giving the necessary support and training in inclusive pedagogies so they can give opportunities to learners at risk of poverty or/and social exclusion.4. Ensure inclusive education for all children and young people which combats racism and discrimination on any ground, promotes citizenship and teaches them to understand and to accept differences of opinion, of conviction, of belief and of lifestyle, while respecting the rule of law, diversity and gender equality.5. Establish in each school the basis for the implementation of a peer counseling department, so that peers are able to mentor, tutor and act as role-models to contribute to a change in the behaviour of students at risk of dropping out.6. Create the engines to help learners to increase motivation and find the stimuli to decrease the feelings of being powerless, senselessness and with extreme lack of motivation that are linked to school leaving. 7. To recognize, compare, learn and share the new and different education systems, methods and techniques. 8. To break down misconceptions and intolerances of people from other cultures.9. To be aware of gender issues, racism and discrimination promoting the integration of minorities."