"<< Background >>In 2015, the Member States of the United Nations agreed on a common path of action that includes the three dimensions of sustainable development: economic, social and environmental. According to Sustainable Development Goal number 3, it is essential to ""ensure healthy lives and promote well-being for all at all ages"". Indeed, all people should have the opportunity to live a healthy and meaningful life. As underlined by authors (Simonds, Nutbeam, Paakkari, etc.) and institutions (WHO, IUHPE, etc.), addressing and promoting health literacy in children, adolescents and young people is fundamental for sustainable development, holistic growth and lifelong health development. Therefore, schools must stress the importance of health education, not as a palliative tool to solve a problem, but as a preventive tool to prevent behaviours, habits or situations that may negatively affect our health, together with a holistic approach that takes into account the whole environment. Indeed, health is ""a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity"" (WHO). A holistic concept of schools as health promoters must also take into account the community level, which includes sharing good practices and best experiences with other schools and networks and working with community stakeholders under the principles of active participation and engagement, equity and inclusion and empowerment.At the same time, research has shown that in educational spaces where emotional education programmes are followed, there is better psychological adjustment of students, better performance, better social relations and less aggressive behaviour (Fernández-Berrocal). Therefore, it is also essential to work on emotional education as a key factor for development and to provide professionals who work with adolescents and young people with the necessary tools to assume the double mission of 21st century education: to educate both the head (economic and intellectual side) and the heart (emotional and social side).For this reason, organisations of different typologies (an association, a university, two secondary schools, a secondary training school and an institution responsible for educational policies) from five countries in different parts of Europe (Finland, Italy, Portugal, Romania and Spain) have decided to apply for this project, called ""Schools developing health and emotions"".<< Objectives >>The main aim of this project is to improve the quality, training and efficiency of the work of professionals in the field of school education who are responsible for promoting comprehensive health and emotional education in secondary schools.The main objectives are:-Improve the key competences of teachers, other professionals and actors in secondary education to promote holistic health in school, with a special focus on emotional education;-To exchange experiences, good practices and methodologies between organisations from five European countries, in order to educate in the improvement of healthy habits and emotional education at school;-To design a digital methodological guide with practical educational tools, as a reference for teachers and other actors in the educational community to develop educational actions for the strengthening of sustainable health and emotional intelligence. -To create a network of organisations, active in the field of school education, that work for an integral development of health based on a holistic approach that involves the individual, school and community level.<< Implementation >>The project will have a duration of 24 months, starting on 1 February 2022 and ending on 1 February 2024. The set of activities of this project is intended as a ""methodological sequence"" and its extension and complexity requires work with adapted methods, tools and supports.The main activities that we consider important to mention here are: -Coordination meeting in Arcos de Valdevez (Portugal); -Analysis of national and regional legislation on health promotion and emotional education in secondary schools;-Identification and selection of good practices;-Coordination meeting between Coordinators and Experts in Palermo (Italy);-Comparative analysis of health promoting schools;-Public meeting of the project with teachers and professionals in the field of school education;-Diagnosis of learning needs adapted to the existing situation;-Compilation and systematisation of results;-Meeting with public institutions competent in the field of school education; -Study visit in Seville;-Study visit in Seville (Spain) for three professionals in the field of education for each partner organisation; -Study visit in Naantali (Finland) for three education professionals per partner organisation; -Impact of the study visits and applicability to different contexts;-Identification, selection and mapping of stakeholders;-Design and creation of a methodological guide, aimed at teachers and other actors in the educational community, with tools and practical exercises for strengthening sustainable health and emotional intelligence;-Validation meeting between Coordinators and Experts in Vaslui (Romania);-Final conclusions document with contributions from the meetings held at local and international level;-Meetings with stakeholders;-Creation of an eBook compiling the activities carried out, the experience of the organisations and participants and the visual resources; -Editing and production of a compilation video; -Six multiplier events (one for each organisation) to officially present the main products created in the framework of this project (guide and videos); -Final evaluation meeting between partner organisations in Malaga (Spain).<< Results >>This project will have an impact both on the participants (new competences acquired and/or improved, personal and professional development, etc.), on the organisations (use of new competences and tools, exchange of good practices, creation of new products, better quality and efficiency, etc.), and on society in general (new tools to face the challenges of today's society, greater awareness of the importance of developing emotional education and comprehensive health promotion in adolescents and young people, greater knowledge about emotional education, etc.).One of the main impacts will be on the direct participants, as we want to equip them with competences that will lead to their personal and professional development.By equipping the participants with new competences and through the different co-creation activities, there will also be an impact on adolescents and young people with whom they work on a daily basis, as we want to train young people who can take control of their lives and develop autonomously in a changing and dynamic environment such as ours. Therefore, thanks to the collection of good practices, benchmarking, study visits and other local and international activities, we will be able to offer an innovative proposal that brings together the best of all of them, as there are many different and very diverse ways of educating for health in secondary schools in Europe.The main tangible results that will be created during the project and that we think it is important to mention here are:-Methodological guide for Educating for Sustainable Integrated Health;-Comparative analysis on health promoting schools and the inclusion of emotional education in secondary school;-eBook where the activities carried out, the experience of the organisations and participants, the visual resources of the project and the final document with the conclusions will be compiled;-Video summary/documentary of the project;-Website;-Reports and other learning, training and informative materials created."

The idea of the project was born of several needs:- interest of students in scientific subjects, developing their skills of combining knowledge from various fields, creativity and creative expression- encourage teachers to learn new methods and work on the ability to solve problems collectively- benefiting from the educational experience of various institutions.The aim of the project is to develop a model of teaching science based on connection STEAM, IBSE, EduScrum with elements of outdoor education, game-based learning and digital storytelling (which teachers will become acquainted with during trainings). Each of the methods is usually used separately in education. Our goal is to connect them into a coherent, effective system leading to increasing the attractiveness of scientific subjects and the quality of their teaching. This teaching model will be tested during classes for students whose theme will be to show the Earth's unique character among other planets. This idea introduces additional issue to the project - the protection of the Earth's natural environment.Project participants are students, school teachers and educators from other educational institutions. 135 people will participate in the project (mobilities). Teachers and educators will take part in trainings during which they will learn new teaching methods and work on developing ways to combine them into an effective science teaching system. This model will be tested later during 4 meetings for students. Students will work on issues related to our planet - its place among other planets, nature and climate. The teaching model developed during project activities will allow to conduct lessons in a more interesting and creative way, which will positively influence the interest of students in scientific subjects. Teachers and educators will learn new teaching methods, exchange experiences, knowledge and skills, learn to work in a team and solve the problems. The new teaching model and educational materials will be introduced to partner schools and the training offer of other partner institutions. It will be developed and forwarded to other educational institution