“ENABLE: Self-learning for Arab refugee children” was a European project of the University of Education Schwäbisch Gmünd (Germany), the NGO Back on Track Syria e.V. in Berlin, University of Calabria (Italy), University in Gävle (Sweden) and the Muğla Sitki Kocman University (Turkey). The project aimed at the better integration of refugee children in local school contexts by directly working with Arab mother-tongue educators. The objective was to offer those educators a training so they can support children in developing a positive self-concept, a positive and self-organized learning attitude and tackle subjects such as exclusion, stereotypization and the effect of trauma. Another objective was to further educate and professionalize mother-tongue trainers and teachers but also learn from their experiences on the ground. Since the situation in different countries in Europe is very diverse, the partner consortium gathered and exchanged experience in diverse formalized and non-formalized school and integration contexts, thereby targeting a variety of different educators and practitioners in schools, NGOs, Asylum institutions and universities.During the project, four transnational trainings in Berlin (Germany), Calabria (Italy), Gävle (Sweden) and Muğla (Turkey) were conducted, reaching a total number of 66 local mother-tongue trainers who migrated from Syria, Algeria, Libya, Iraq and Yemen who migrated and now worked as teachers, teacher assistants, voluntary mentors, cultural mediators and students with refugee children in Germany, Sweden, Italy and Turkey. Moreover the partner representatives took part in the training by sharing their knowledge and learning from other settings in the partner countries.Based on this in-dense on the ground experience, the ENABLE partner consortium developed and evaluated a highly accessible training concept for Arab mother-tongue educators as well as for other practitioners in an iterative way, consisting of seven modules in English and Arabic. This training was further transformed into a training platform (www.enable-tamkin.com/training-platform) where tutors worldwide can learn with it in English and Arabic about self-learning, the concept of self-efficacy and motivation, inclusion and exclusion dynamics in the classroom and trauma in refugee contexts. A further element of the project, which lasted from 2017 to 2019, was the implementation of six multiplier events (two in Berlin, one in Calabria, two in Sweden, one in Muğla) reaching a wide variety of local and international participants working in the field of education and integration in addition to the project partners' network. The project results have also been disseminated at more than 25 international and national conferences and seminars and through four publications to an audience of researchers, teachers, pedagogues, teacher students (further publications are already in the making).The project has given the often underrepresented and unprivileged group of Arab mother-tongue teachers in their new societies an initial professionalization and visibility in the public discourse. Moreover, mother-tongue trainers highly benefited from the trainings by better understanding the situation of refugee children, better knowing how to deal with children in different situations and becoming a better learning mentor. The children profited from teachers that understood better their situation and could better become positive learning mentors. Finally, Enable managed to open up an intensive knowledge exchange about the integration in schools, the Asylum systems and the role mother-tongue educators in diverse European contexts.