In the light of the Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education1 , the UN Sustainable Development Goal 4 to ensure inclusive and quality education for all and promote lifelong learning, and the recently proclaimed European Pillar of Social Rights, the EU CONVINCE partners underline that the promotion of shared fundamental values in and through education needs to include democratic citizenship principles. When it comes to the educational performance of students from migrant backgrounds, data from international surveys such as PISA has consistently shown that migrant students are at a disadvantage in European societies. As reported in the PISA study of 2018, the difference in the proportion of low achievers between migrant students and native-born students is quite large. France has a large population with a migrant background, the composition of which is influenced strongly by its colonial history and driven - particularly until the 1970s - by economic motivations (INSEE 2012b). According to PISA results, France has 14.8%, Slovenia has 8.2%, Greece has 20.7%, Italy has 12.2% and Turkey has 31.2% underachievement rates of 15-year-old students who have a migrant background (OECD 2018.The project aims to strengthen the integration of students with migrant background in schools and improve their success in education by providing training, coaching and guidance to teachers equipping school leaders and educators with the necessary skills and innovative tools to support secondary students in the process, strengthening collaboration between schools, families, and other external stakeholders by providing them:● An educational content to help teachers to integrate students with migrant backgrounds (EC)● An open online course for middle and secondary school teachers (OOC)● A teacher community to share good practices(OEC)In close collaboration with partners from 5 different countries in a cross sectoral way, we aim to:● Develop the professional development of teachers in dealing with migrant and refugee learners and diversity in classrooms● Support schools to facilitate inclusion and success of newly arrived migrant and refugee students, thus contributing to the tackling of early school leaving (ESL)● Support and enhance the performance of newly-arrived migrant and refugee students in secondary schools● Strengthen collaboration among all members of the school community (school leaders, teachers and non-teaching staff, learners, parents/families)● Extending and enhancing secondary school teachers’ skills and competences in teaching of literacy and numeracy to students with migrant background● Providing a diagnostic tool for the effective assessment of literacy, numeracy and digital competences, gaps and needs of students with migrant background● Promoting innovative practices, digital and non-digital, in teaching literacy, numeracy and digital competences of secondary students with migrant backgrounds. The proper management of migrant flows for the upcoming years and the integration of these groups in the EU by fostering education integration and preventing their school leaving are transnational issues. The products and innovative approaches of this project are designed to be fully transferable and testable at EU level and at the same time adaptable to domestic needs, the multiplier events will also serve to this aim. Consequently, a transnational partnership, where 6 partners have different and complementary expertise with migrants, is critical to achieve the objectives of the project, and thus, to tackle a EU-wide issue.The project aims teachers, students with migrant backgrounds and their parents as well as school leaders. During the lifetime of the project, 78 teachers, school leaders and educators, 100 students with migrant background and parents (in pilots) and 475 stakeholders will be involved. A wider audience, of a minimum of 1000 recipients, will be reached at local, regional, national and European level through the planned dissemination activities including 300 teachers and educators in 6 multiplier events in 6 different countries. Moreover, there will be a direct impact on target beneficiaries, improving the skills on national languages of both migrant youngsters and parents and strengthening school integration and success in education of students with migrant background , and in the target users, improving the teaching competencies of teachers. The long-term impact envisaged is a better integration of secondary students with migrant backgrounds in the schools and a higher collaboration between schools, families and other external stakeholders, strengthening the school system in Europe. And yet, intercultural education needs teachers who are able to question some fixed truths, who are open to change and able to confront emotionally difficult issues