Students face school failure especially at 9th grade but they face school dropout and school leave problems especially at 8th and 10th grades. In 2017,in Osmaniye, 2142 9th and 10th grade students dropout their schools. The rate was around 15% in Osmaniye, more than 10%in Maramureş,17,8% and 19,3% at different grades in Paredes and15% in Greece .In project application period school failure and school dropout rates were very close to each other in partner countries. According to the Euro-stat database early school leavers from education and training of population aged 18-24 Turkey,Spain ,Portugal and Romania were in the first lines.If we couldn't have taken measures at secondary or lower secondary levels the population of unqualified or illiterate workforce rates would have been higher than 2020 targets. Moreover academically unsuccessful students failed to set goals for their future. And in the long run it became a big problem for our city and country. These students would face problems in finding qualified jobs and this would effect their whole life. Although the countries had different cultural backgrounds,they had almost the same educational problems such as; -Early school leave, -Students' lack of learning motivation, -High rates of dropout and school failure due to disinvestment in school by parents and students -Unwillingness and lightheartedness at setting goals -Students looked after by single parents or grandparents Project Objectives were; - Decreasing school failure and dropout at secondary schools with outdoor learning interventions and effective use of eTwinning school clubs to improve students' sense of belonging to school and improving their academic success as well as raising parents' investment on their child's education. - Sharing best practices and good methodologies that help the educational community to solve their own problems; - Creating a learning community between partner regions, integrated local institutions as schools and non-profit organizations. PARTICIPANTS 120 teachers from partner schools took part in 'outdoor learning' and 120 teachers on 'eTwinning' training activities. So in each local partner schools in Turkey,Portugal,Greece and Romania, partner schools reached 50% of students in risk ,visited families ( around 800 parents) of those students, did various training activities and conferences for them. 50% of teachers were responsible for a school club and they guided club activities at his / her school and all of the students had to take part in one school club. With effective club activities we reached more than 2000 students. And all of the teachers were responsible for family visits and they did. During Covid 19 this is done by digital tools or phone. PROJECT ACTIVITIES WERE -To decrease students' school failure and improve their academic success partner school teachers were trained on the effective use of outdoor learning activities and eTwinning to increase students' learning motivation and academic success. -To develop feeling of belonging to school partner schools organized art activities and eTwinning project at the end of each educational year. An exhibition was planned with the attendance of all local authorities, parents and teachers and students but because of Covid-19 pandemic partners did one virtual exhibition via artsteps web2.0 tool. -With e Twinning School Club activities students improved their use of ICT tools and English. With e Twinning projects students' understanding of different cultures and paying respect to cultural differences developed. And teachers learned new methodologies from their colleagues in partner schools. All teachers and students had gained the understanding of European Citizenship. -Each project partner team worked equally in parents training about the importance of parents investment in children's education and respecting teens. All the project activities were done student centered. RESULT and IMPACT Outdoor Learning Activities for students facing school failure and school leave and making school more livelier via eTwinning and Art school clubs , understood well in national and European level.The importance of family investment in school and their students was understood and accepted by students' families via family visits and workshop activities in small groups of parents. With the decrease level of school failure and school dropout at partner schools, the partner institutions become more visible in local and national level with the increase in school success and decrease in school absenteeism and became visible at European level with the eTwinning projects created by project partner schools (My Heritage My City) and other partners from European schools.