Insights

The MUS-E® initiative, run by the International Yehudi Menuhin Foundation since 1993, celebrates cultural diversity and provides opportunities for children from various cultural backgrounds and communities to express themselves.

The SSCA is a toolkit to keep children safe and protected as they learn. Aligned with the Comprehensive School Safety Framework, the SSCA aims to address all potential hazards that may impact children in and around school, hazards that are natural or climate-change induced, technological or biological, health-related or linked to conflict and violence.

The Diana Award Anti-Bullying Ambassador Programme engages young people, parents and teachers to change the attitudes, behaviour and culture of bullying by building skills and confidence to address different situations, both online and offline.

The toolbox on ‘Supporting Youth with Psychosocial Problems in School’ is a training package aimed at professionals working with youth in school. It provides advice for exercises and tools concerning the Supported Education method.

For over 15 years, this Italian school has invested in well-being and social and emotional learning (SEL) through staff training, participation in local initiatives and European projects, as well as by promoting parental involvement.

The ‘Learning to Be’ project was based on the premise that assessing learning in contemporary European schools should go beyond grading students’ academic performance and should include practices for observing young people’s personal growth, social skills, attitudes and other general competences.

The EU CONVINCE project (January 2018–January 2020) provided teachers, other education staff, school leaders and the education institution community as a whole with tools and methods to deliver inclusive quality education to all and better deal with citizenship-related issues in the classroom and in extra-curricular activities.

The overall aim of the BOOST project is to promote mental health and well-being in young people through the development of an innovative approach.

The book ‘Assessing Competences for Democratic Culture: Principles, methods, examples’ was produced by the Council of Europe for use by education practitioners and policy makers to assist them in making decisions in this area.

The ‘Linzer Diagnosebogen zur Klassenführung’ (LDK) is a research-based questionnaire assessing classroom leadership as a broad concept, including teacher actions to foster social relationships, control pupils’ behaviour efficiently and provide quality teaching. In addition, the LDK addresses prerequisites for teachers’ actions (e.g. teacher motivation) and their outcomes (e.g. pupil learning).