The project had as a partnership five schools of PT, IT, RO, GR, TR, Portugal was the coordinating country and the age group of students focused on the 12-17years.The starting point for the project were the problems of social exclusion experienced in partner countries and gaps in students' behavoiral and social skills. Evaluating the problems in each school we conclude the need to address gaps in social inclusion, basic skills, parental support skills and socioeconomic needs. In order to reach the inclusion objectives, new cooperative and inclusive teaching strategies and methods were studied and implemented in schools, during classes and during free time.The strategies and methods covered have brought many ideas to put into practice and have proved a real alternative in solving problems in schools. At the same time, the observation of good practices during the mobilities also allowed them to be transferred to the realities of the other partner schools.Each school studied and applied one of the new methods, evaluated and disseminated practices and results. In each mobility it was possible to present and discuss methods and transfer practices from one school to another. Thus, at the end of the project five methods of cooperative and inclusive teaching that could be applied in schools were studied, applied and discussed.GOALS- to promote the inclusion of pupils, those lacking basic skills, risk of abandonment, with special needs, helping to promote their integration into regular education and society.- implement new strategies to overcome social exclusion, lack of basic skills and school dropout- to develop new methods in the field of social and emotional development of students, especially students with special educational needs.- give teachers different methods of education and share good practices.These objectives were largely achieved, with great success in the changes of behaviors and acquisition of competences on the part of the students and introduction of new strategies in the teaching practices.NUMBER AND PROFILE OF PARTICIPANTSStudents / young people: More students than expected participated actively in the project. Countries such as Portugal, România and Italy had a great participation, so we can say that about 240 students participated in the project and about 1,200 influenced by the actions of the project. indirect.Teachers / Adults: From the planned teams of 5 teachers participated actively in higher numbers in countries such as Portugal, Italy and Romania. 40 teachers participated actively in the teams. About 150 teachers / adults will have been indirectly touched by the project.Administrative staff: At least the principal and other administrative of each school participated in the project, approximately 36 administrative staff were involved in the project.Families: Also in families the number involved in the project was higher than expected. Countries such as Portugal and Romania had a large participation of the families, 350 members of the families participated, contributing to the knowledge of the culture and traditions of their countries. It should be noted that the Portuguese school was the first time it was sent and received students, with great success and participation of families.Local community: The participation of the local community in each country was also relevant. From the local press that helped disseminate project actions (newspapers and in some countries local television), the municipalities that received the delegations and cede local and logistics, representatives from the Ministries of Education and local Associations that participated in project actions and helped in the dissemination of it.RESULTS AND IMPACT: Through our project, the five partners have created tangible and intangible results in the short and long term and have achieved the greatest possible impact for future educational and political projects and processes, such as getting students to overcome their lack of self-esteem , to gain personal and social skills, to work on their capacities for tolerance and to gain more competences on European citizenship. Students with special educational needs were largely involved in the project, overcoming barriers, gaining more standardized skills and teaching others to overcome fears. Schools were endowed with new strategies, methods and good practices and were able to extend their internationalization. Facebook group, website, articles, brochures, manuals, newsletters provided continuous access to general information on project activities, progress and results. In this way it is possible to multiply our success and cultivate effective partnerships among teachers, educators and community organizations.