The current European societies are experiencing an unprecedented crisis when it comes to social inclusion in general and the social inclusion of disadvantaged groups in particular. As
many newspapers show, the same ongoing COVID-19 pandemic does not produce the same effects on the student population since, for example, only considering the use of online
training, students of migrant origin have more problems if, only, because some of them may complain of the lack of personal computers at home.
Many studies point the finger at the growing social exclusion of this group of persons trapped between school dropouts and menial jobs (very often in the deliveroo sector).
Besides, educators, youth workers and, especially, school teachers often complain about the lack of training and tools and how often, when it comes to students of migrant origin, the
emphasis is placed on teachers’ skills mainly on intercultural competence, which is important, but not enough. That is why we looked to one of the most interesting experiences that is
coming from the “Schools for Health in Europe Network Foundation” (SHE). The network promotes the whole-school approach which recognizes that all aspects of the school
community can impact upon students’ health and wellbeing, and that learning and health are linked.


Due to this reason, the “Whole-school Approach” for Youth with migrant background” (WAY) project aimed at:

  1. To produce a very first research work that will be published as a scientific paper on the “Health Promotion International” journal by the Oxford University Press on the whole-school
    approach to education adapted to students with migrant background;
  2. develop the methodological guidelines for the training of teachers, educators, youth workers with regard to whole-school approach to education to students with migrant background;
  3. supporting of 60 teachers, educators, youth workers in developing the whole-school approach to education to students with migrant background.


The partnership consists of 7 organisations.

It consists of:

I.I.S Laeng Meucci, Italy

2nd Vocational High School of Katerini, Greece;

Group of Silves Schools, Portugal

Milano – Bicocca University,Italy

Fundacja Autokreacja, Poland

Fundacion Red Incola, Spain

ECEPAA – Belgium

A screenshot during WAY project meeting with our partners.

Each of the organizations chosen contributes to forming a strategic consortium both because it makes its own contribution in terms of expertise and because the different needs expressed help to better develop the idea of the whole-school approach to education.


There have been 3 main activities beyond the traditional project management activity.
The first main activity was the development of a scientific paper and concerned the whole-school approach to education.
The second main activity was the development of methodological guides useful for training on the whole-school approach to education topic.
The third and last main activity was the short-term training addressed to 60 teachers, educators, youth workers in developing the whole-school approach.


There have been a combination of different methodologies used depending on the type of activity, beyond the traditional project cycle management activity.
As far as the first one is concerned, we proceeded through a desk research, the literary review, the preparation of a paper, the peer review and the publication.
Rather similar was the methodology also for the second activity, although in this case, the collection of a questionnaire and the preparation of a report was also foreseen.
Finally, the third activity used non-formal and informal methods.


  1. a 30-page report resulting from the needs analysis conducted in each country participating in the project;
  2. a 20-page scientific paper on the whole-school approach borrowed and adapted from the SHE (Schools for Health in Europe Network Foundation) model;
  1. a 30-page methodological guidelines.


  1. promoting the social inclusion of people coming from a migrant and low socio-economic background;
  2. reduce the early school leaving for students of migrant origin.

The english version of the paper publication can be downloaded below:

The english version of the methodological guidelines can be downloaded below: