CONTEXTThe current project is created and devised by non-governmental organizations of Central-Eastern Europe and the UK, all of which have long lasting experience in applying drama and theatre methods for educational contexts. We wish to collaborate and share our know-how with each other in order to develop intellectual outputs that support teachers and teachers’ communities to increase their subjective psychological well-being, affecting motivation and effectivity of the learning process of the individual, with a special focus on the prevention of drop out and early school leaving . We believe that European values can be best transmitted in institutions, towards which its’ members have positive feelings. NEEDSResearch shows that early school leaving is associated with a range of physical health and mental health outcomes. Children and young people with a higher level of school connectedness are less likely to abuse substances, engage combined with high peer connectedness is associated with higher risks of substance or mental health problems, and those students with both low school and low peer connectedness are at an elevated risk of substance and mental health problems and are also more likely to leave school early. Higher level of school connectedness is possible to reach through increasing positive feelings connected to the school, in which the pedagogue and the team of pedagogues of the school play key role. Teachers and educators in Central Europe are overburdened of tasks and burocratic procedures, while they get very few support on engaging methods for reaching higher level of school connectedness. TARGET GROUPSassociate partner schools teachers (15-35 participants/partner)associate partner schools students (direct impact: 120 students, indirect impact: 500 students/partner)associate partner schools decision makersdrama and theatre in education professionals nationally, regionally, internationallyteachers, educators, education professionals, education supporter institutions and organizationseducational policy makersGENERAL OBJECTIVES:to develop modules and structuring them a curricula for teachers training with long lasting impact on the involvement of students in their own learning process, using drama and theatre in education techniques, which are proven to be effective in the matter.to provide guidance and support for teachers to adapt to the challenges of the outdated education systems, still growing positive feelings and high connectedness to the schoolto widen, improve and innovate drama and theatre in education methods for teachers and adults, finding out ways how it serves best the support of education and learning for both learners and teachersto impact the attitude of teachers and schools about the importance of collaborative methods, divergent thinking and emotional involvement in learning, providing them tools of HOW to awaken curiosity for personal growth in students TRANSNATIONAL ASPECT:The field of theatre and drama in education as we work with the method is quite small Europe and worldwide. There are not many companies using drama for experiential learning and embedded in Educational Programmes. By designing this project we are forming a network of European organizations working similarly. We could not gain the same result only working nationally, without the international partners, the competence for the achievements of the goals lies in the current partnership.Partners have experience of different length and depth of tackling early school leaving, and working with teachers’ groups, which they can exchange through the project, enrichening their own practice and innovating methods.Partners work slightly differently applying drama and theatre in education methods and addressing social problems. Big Brum has the most long lasting experience, while Nyitott Kör is able to employ a company of 5 actor-teachers plus support staff to tour 14 different TiE programs parallel to each other. Luzanky and Stop Klatka work more with educational drama and forum theatre methods to address issues and plan programs based on needs of the schools, which is not a practice in Big Brum’s and Nyitott Kör’s works.