Parent’r’us mainly aimed to support key actors increase parents engagement in children's academic achievement and well-being at school by extending their competences throughout an innovative mentoring model approach integrated in a holistic approach. The final goal was to contribute to an inclusive education, combining equity and quality, enabling success for all students, from the lowest to the highest end of the academic spectrum. THE CONTEXT: although in EU the early school leaving (ESL) rate is decreasing but huge discrepancies remain between & within Member States (time when we applied):Romania: ESL rate was 18.5%Hungary: ESL rate was 12.4 % Portugal: ESL rate was 14%, Spain: ESL rate was 19%.MAIN OBJECTIVES: _develop new, innovative & multidisciplinary approaches to empower parental engagement on student academic routine, building on lessons learnt from previous projects in the field of parental engagement, student participation & their active citizenship _identify the suitable profile & competences needed to support or perform mentoring programs within schools, parent associations &/or local associations _design a mentoring model to improve parental skills, namely with parents less or not engaged in their children’s schooling life, with the final aim of improving their academic achievement & reduce ESL cycles _design a mentoring model to improve teachers’ competences to be able to engage & empower parents to participate on their children’s schooling life, & to be able to cooperate with the parents for steering school life together _design a mentoring model to improve school heads’ competences for applying a real school leadership approach & fully engage parents & students._deliver a Parenthood Mentoring Awareness Toolkit to parents, schools, supervisory/financing organization of the school & community organizationsAlthough the implementation of projects that involved mobility underwent profound changes during the implementation of the ParentRUs, we managed to reorganize and adapt to the situation imposed by the rules of activity in the pandemic, sometimes different from country to country. We obtained the estimated results, we even exceeded them in the same total budget initially approved, but with effort, additional working time, transition from group activity to individual activity, organizing activities in the online environment, and several series of postponements until the context allowed their realization (various partners, depending on the restrictions specific to each country). DIRECT PARTICIPANTS:Researchers in IO1: 90% exceededMentoring Managers and Mentors: 53% exceeded, and Mentees exceeded by 5%Multiplier Events participants: 27% exceededLearning, Teaching and Training Activities participants: 43% exceededThe project developed the following INTELLECTUAL OUTPUTS: _Systematic evidence review on Mentoring Models to engage disadvantaged parents in their children schooling (article) _Self-Assessment Tool for Mentors’ Managers _Self-Assessment Tool for Mentors _Mentoring to Parents Engagement: the course to train the Managers _ Mentoring to Parents Engagement: the course to train the Mentors _Mentoring Model for parents engagement at child schooling life _School Parent Engagement Awareness Toolkit THE IMPACT of the ParentRUs project resulted in empowering the parents to participate in their children’s school and education life, a special focused being given to the adjustment of children-families and academic personal to the online implementation of the school. The grass-roots method of ParentRUs ensures that parents do not feel like they are being spoken down to, but are empowered and encouraged to collaborate with their peers to reach a common goal. The train the trainer model used by ParentRUs enables the wide spread of this innovative approach. ParentRUs works to foster parental self-confidence. Through mentorship and trainings, it reassures parents that they are good and capable of making changes at their school, ensuring that their voice is being heard and acted upon. Additionally, the program encourages schools to eschew focusing on traditional measures of parental involvement like helping with homework or attending teacher-parent conferences. The program, then, ultimately seeks to build an equal partnership between parents and school staff—one that is both responsive and supportive.ParentRUs projects result proved numerous times, the power of collaboration between various entities towards a common goal. It provided and will continue to provide a vehicle towards a much need change within our community. The impact of empowerment, doubtlessly provides protective milieu as well as a boost of confidence and motivation, through knowledge, skills, empathy and transversal skills. All of the above are meant to foster and highlight the outmost importance of the relationship between parents-schools-communities for the enhancement of children’s lives.