'Just Calm Down and Enjoy Life' was an Erasmus+ Strategic School Partnership project with only school partners. It focused on changing violent behaviours of the students into good manners with different kinds of activities (sports,music,art,theatre,blacksmithery,etc.) Our priorities in the project were to help our students get free of their anger which directs them to bad habits(smoking,alcohol,drugs),early school drop outs,unefficcient human relations and bad morality.We planned to keep them away from these negative situations so that they could develop some competences in many areas.With the activities during the project , we observed that they could control their feelings better,behaved more sensitive and moral towards their friends.Motivation to school subjects was also observed. Students started to like school more and continue to classes more than before because school provided them different activities apart from the lessons.They had the chance to meet peers from European countries for the first time in their lives,shared ideas ,observed cultures and lifestyles,by this way, they developed European awareness. They learnt different languages as well as English. They gained different skills all throughout the project process and even after they can use these skills in their lives.We did this project on the international platform because that was a very common problem of societies. As schools are the keystones of the society, it was important to make alterations from this step.There were four partner schools in this project. Incirliova Ahmet Callioglu Cok Programlı Anadolu Lisesi (coordinator), Zespol Szkol w Zychline (Poland), Liceul cu Program Sportiv 'Iolanda Balas Soter' (Romania) and Smichovska stredni prumyslova skola (Czech Republic) involved in this project actively. All partners had a group of students with behavioral problems, so we cooperated together in this project.All partners were choosen according to their students’ age level, backgrounds, opportunities and behaviours. But having the similar anger problems was the most important factor in selection of partners. We had three project meetings; one in the beginning, another in the middle of project process and the last one towards the end of the project year. Only Poland partners didn't attend the meeting in Turkey due to political situations of Turkey that time. And there were four LTTAs. Seven students and two teachers from each partner school attended these activities as planned. Czech team didn't came to Turkey as they couldn't find participating students.All the other partners completed their mobilities apart from these two matters. As we didn't ask for individual support in application form,all partners have difficulty in budget management. We managed to do the LTTA mobilities by hosting the students at families. In this way we could manage the budget as well as providing more integration among students.The local activities we did: Creating an Erasmus+ corner at schools, organizing a logo contest, making a web site, arranging seminars, preparing international dictionaries, booklets, posters, broshures, calendars, calm-down&anger boxes,treeking,powerpoint presentations, exhibitions. We tried to take attention of all students,parents and local people to the project with these activities. Each school organised a contest for the logo of the project. Students prepared logos and each partner school took the winner logo to the first project meeting in Prague. The winner logo was voted on the website of the project ( www.jcdel.ssps.cz ).The seminar on anger management given by a professional speaker ( Mehmet Şakiroğlu) really took attention of the local people,students and teachers in the town. It has been observed that students were more interested in transnational activities than the local ones. They wanted to interact with their foreign friends rather than school mates.Disemination of the project was done by the schools’ and project’s own websites , social Networks, Erasmus+ corner, seminars, brochures, booklets, posters, local media.Throughout the project ; experiences,activities and information gained was shared on noticeboards and websites as well as on the social media groups.In conclusion, during the two years of the JCDEL! project’s implementation, also the participating teachers had the opportunity to develop and/or improve their pedagogical skills and expertise with European projects while the participating students practiced team work, organized events, sharpened their creativity, communicated with their peers abroad, and, especially, noticed their negative manners and tried different activities to change themselves into better behaving young people. We can consider JCDEL! as a sucessful project because with this project, we made a lot of people (students,parents and the locals) aware of some problems and they tried to make changes for themselves by involvement to the activities done.