"21st century European schools are becoming increasingly diverse. Therefore, educators need to have the tools which allow us to offer a comprehensive and high quality education to these heterogeneous students, while attending to the particular needs of each child. The objective of this strategic partnership is, through the exchange of good practices, to strengthen the competences of teachers and other agents in the educational community to favour inclusion, allowing an optimal level of learning and an integral development of students. This two-year strategic partnership will consisted of the training of 18 participants from the education community of two schools and a non-formal educational NGO. The design of the project has been based on a previous diagnostic study of each entity. Thus, the four main objectives of the project and the activities needed to achieve them have been established. Main objectives. At the end of the project, participants can expect to have: 1.Improved the quality of their teaching methods in maths, natural sciences and literacy. 2.Acquired new tools to deal with disruptive behaviors in the classroom and other barriers to learning 3.Exchanged good practices to promote inclusion and interculturality in the classroom. The main activities in the Project include: (a) The realisation of two transnational meetings, in which two representatives of the participating entities reviewed the working plan and evaluate the present state of the project. (b) Three learning activities: b.1.)The first was a 3-day participatory visit to the D.D. “C. Maneri - Ingrassia”, in which two representatives from each partner entity learned about how the classroom functions, its best practices with regards to inclusion, linguistic diversity and ITC. In addition, representatives of the Montessori School offered a conference titled ""Strategies to address male underachievement in maths, science and literacy through the Montessori Method"". The representatives of Permaculture Cantabria offered a conference on ""Playful teaching: how to resolve conflicts through connection and play"". b.2) During the second 3-day visit, two representatives of each partner entity observed the operation of the Montessori Institute (Slovenia). In addition, the applicant school offered a talk on good practices related to inclusion, linguistic diversity and ITC. Permacultura Cantabria offered a lecture on Emotional Management to teachers. b.3) A 10-day course in Spain attended by 6 representatives of the educational community of each entity. The methodology of the course combined presentations by experts and relevant agents of the education system, non-formal learning techniques and exchanges of good practices. The content was divided into the following modules: *Module 1: Montessori Pedagogy *Module 2. Inclusion and interculturalism . *Module 3. Emotional Management and Playful teaching In order to ensure that the learning outcomes reached all members of the educational community an internal workshop was carried out at each of the entities. It was highlighted a summary of practices exchanged and lessons learned. To implement some of the acquired skills and tools, a series of work commissions were created. These commissions allowed members of the educational community who wish to decide, evaluate and collaborate in the implementation of various practices to improve the quality of education in the center. The project results achieved were a better formation of the educational agents involved in the three participating institutions, enabling an improvement in the quality of teaching in these entities. These agents saw their teaching capacities strengthened in the areas of mathematics, science, language; as well as their competencies for emotional management, inclusion and conflict resolution. The impact of this improvement was reflected in better academic results and greater inclusion of the heterogeneous students who learned in the three institutions, a better classroom environment and a greater satisfaction of all agents of the educational community. In addition to this, the project and its results were intended to inspire other European educational institutions with similar needs through an outreach campaign that included different Erasmus platforms and social networks. Finally, after the completion of the project the three entities will continue collaborating in the framework of a transnational network of organizations interested in emotional education (EuroMotional)."