Most of the pupils involved in this project have had a positive experience in familiarizing themselves with other cultures. Examples they mention are having conversations, eating together and making friends in different countries. Very important as well were experiences like working together in international groups, planning activities with different target groups and giving a presentation to each other and external participating organizations to learn and be influenced. Many pupils have grown in self-confidence and developed a range of new skills. ​

 

At Trinity, the pupils continue to visit primary schools. They present information about support available, as well as the rules and routines to expect. Senior pupils also act as a point of contact during and after the transition through a buddying system. Trinity also delivers an enhanced programme to support the transition between levels in school. These can be tailored to primary pupils with additional needs who are anxious about transitioning. Furthermore, Trinity seniors continue to give presentations as part of the P7/S1 Transition programme, alongside information brochures. Trinity aims to present the findings from the Swedish Learning/Training/Teaching Activity survey to all year groups at assemblies, since the results revealed a surprising overview of the attitudes to and feelings of pupils from different socio-economic and cultural backgrounds. To support this, a video is currently being developed that will show these pupils giving their feelings and opinions, however, their voice will be substituted with that of a Scottish pupil. The pupils have started clubs that engages in peer-support and inclusion.

 

At Beekvliet special attention is given to the issue of inclusion vs exclusion problems in peer groups. Since Beekvliet is a school that aims to prepare its pupils for university education, we have many highly able students. That was the reason for making ‘motivation’ one of the themes in this project. Especially this topic has had an impact on our school. In several ways, both staff and students are now developing all kinds of motivation-related new ideas and formats. A buddy system and using peers to study and work together are examples of that. We have also introduced digitally accessible tables with learning goals per subject. Knowing what is expected to learn and to work for is motivating students very much. One of the outcomes from the Learning/Training/Teaching Activity in The Netherlands was that students want to express themselves more outside the classroom, in their free time. In the development of a renewed school building we aim to have more space to the subjects music and creative expressions. With more room for these subjects, there will be more opportunities for students to express themselves in extra time and to other than school-related partners. 

 

At Waldschule as a result of the Learning/Training/Teaching Activity on peer support, each first-year class pupils will be informed in small groups about additional needs and will practice in role plays, discuss the problems and get further material to work with. In order to focus more on the students’ voices and needs, a communication passport for new students has been developed and was given to Head of Pedagogy for presentation and approval to the primary school headmasters. In January 2019, Germany implemented its first Day of Tolerance in school. Small workshops were held for groups of pupils, providing information and activities to help understand different learning needs and disabilities from the perspective of those affected. This programme will run each year to promote inclusion.  

 

At Sanda the participating pupils have taken an active part in presenting findings and leading activities to other groups at school. The toolkits and activities will be used in building up a buddy-system at school and has been a springboard of expanding collaboration between programmes. Integration and peer support are vital issues for a smooth transition between schools and groups for the pupils to feel motivated for their studies. Therefore, these learning outcomes will be taken into consideration when planning for future work on the school’s development plan, especially in the development of the pre-national programmes and a smoother transition to the national programmes . As previously stated, the target group at Sanda was the less able pupils or those who risk dropping out. We have seen these pupils, both those travelling in Learning/Training/Teaching Activities and those who have taken part in pre/post activities, grow in self-esteem and awareness of their role and their possibilities.