"ACCESS aims to face, in a preventive way, the problem of early school leaving (ESL) linked to school-related factors, by reinforcing pedagogical quality and innovation through the improvement of teachers' skills and the creation of a positive learning environment. European documents keep stressing the need for a whole school approach to tackling Early School Leaving. They underline the importance in adopting strategies aimed to: 1) buinding of positive learning environments, 2) improving teachers' competences, 3) implementing professional communities between schools and between schools and external players. They also highlight that school-related factors with an high impact on early school leaving are: negative school environment, including conflicts with teachers and peers; low school results; lack of motivation; students' perception of non-stimulating methods and low expectations. The project partners (PP) carried out a self-monitoring activity by using STRUCTURAL INDICATORS defined by the Working Group on School Policy 2015. Based on these indicators, the PPs found out the following areas of PROBLEMS: 1) adoption of a global and integrated school approach NOT ADEQUATE to: - create a positive relational environment at school and to understand the perception that students have; - ""give voice"" to the students, identify their needs, perspectives and school experiences; - develop teaching approaches and strategies that work on the relational dimension between peers and with the teacher, on motivation, on enhancement of strengths, on social and emotional education; 2) insufficient implementation of actions for the continuous professional development of teachers aimed to acquiring skills for the identification of early school leaving signals and for support activities; 3) professional learning communities not well organised. The target project secondary school teachers. The main beneficiaries will be students of the first two years. Specific OBJECTIVES of the project are: 1) increased understanding of the dynamics of early school leaving; 2) structured a periodic monitoring process for identification and preventive support of students at ESL risk; 3) increased skills in teachers, specifically in 3 areas: MONITORING AND SUPPORT; COMMUNICATION AND REPORT; MANAGEMENT AND TEACHING 4) strengthened the inter-sectorial cooperation between schools and external players according to local contexts; 5) built multi-professional and transnational learning communities. These objectives will be pursued through the implementation of innovative solutions working on these strategic assets: 1) teachers' best understanding of the dynamics of the ESL, possible risk factors and of protective elements; 2) actions for the periodic monitoring of risk factors; 3) strengthening teachers' skills to provide learning support for all students ; 4) building effective partnerships and inter-sectorial cooperation activities between schools of different types and levels, and between schools and external palyers both in terms of local contexts and in a multi-professional and transnational perspective; 5) creating conditions for potential future teachers to get in contact with situation of early school leaving and for teacher educators to implement actions focused on ESL. Intellectual outputs: THEORETICAL MODEL OF TARGET AT RISK BASED ON SITUATIONAL AND PERSONAL SCHOOL-RELATED VARIABLES (IO1); SYSTEM OF MONITORING AND PREVENTIVE ACCOMPANYING TO FACE ESL (IO2), TOOLKIT-OERs CONTAINING SUPPORTIVE TEACHIING AND ASSESSMENT STRATEGIES BASED ON CRITICAL PEDAGOGY AND SOCIO-EMOTIONAL EDUCATION (IO3). These solutions will be tested on a pilot group of schools to evaluate their effectiveness and impact on prevention and rapid support for early school leaving. The main methods used are the large-scale Qualitative Research, Action-research, User CenteredDesign (UCD) and Design-basedResearch (DBR) to encourage the participation of the beneficiaries in the implementing the solutions. Project will have positive impacts on teachers by increasing their skills and on students, by reducing the risk factors of ESL. It will also generate positive impacts on school management in terms of knowhow for implementing a global and integrated approach to tackle ESL."