The idea of the project comes from the growing awareness that today classes are more complex and more demanding. Always more often students are faced with difficult family background, life circumstances that make it difficult to organize everyday life at school or fit the school demands, unpleasant experiences at school. These situations are often causes for early school leaving if actions are not taken as early as possible. The heterogeneity of situations requires the presence of qualified teachers capable of enabling students to foster their personal growth and well-being, as well as helping them to acquire the complex range of knowledge, skills and key competences. Teachers have to develop new learning environments and approaches to teaching in order to remove any barriers to learning. Every single student's study results are an important matter for the whole school system. To find responses to these pressing issues the objectives to be pursued are to: work in close collaboration with colleagues, parents, local authorities, skateholders and the wider community in order to put in place a comprehensive approach to the problem; encourage families and parents to get involved and responsible for their children's school attendance and education; create a safe and attractive school environment; enhance basic and crosscurricular skills; adopt inclusive teaching methodologies to promote the inclusion of all students ;make use of ITC to share best practices, ideas, and materials, to track grades and credits, get homework assignments, enable parents' communication with the school and monitor the students' attendance in the school; exchange good practices and knowledge among the EU countries on the most effective ways to tackle early school leaving. The school partecipating in the project are the Italian school 'Istituto Comprensivo Fratelli Casetti' and the Danish school 'Hoejmeskolen'. The Istituto Comprensivo Fratelli Casetti, is located in Preglia of Crevoladossola, a small town in the province of VCO, in the north of Piedmont, characterised by a mountainuos territory and a strong administrative fragmentation. The institute has 764 students with a large number (58) of pupils with special educational needs (43 are at lower secondary school) and 26 foreigners. The school aims to improve its educational offer in such a way that knowledge, abilities and competences are acquired by all students in a context that promotes inclusion, solidarity, innovation and improvement of teaching planning through the cooperation with local, provincial and regional authorities to improve the attainment of students at risk of early school leaving and more in general disadvantaged students. Hoejmeskolen is a school situated 6 kms from the centre of Odense in an urban and rural environment. The school district is characterized by a great variety in the socio-economic conditions. The school has approximately 9 % of pupils with a different culture than Danish (migrants). It has about 650 pupils in the ages 6 to 16 years. Presently Hoejmeskolen is working on establishing an environment which motivates the pupils to stay in school and continue their further education after the ground school. This is part of a regional, national and European strategy of minimizing the percentage of early school leavers to less than 10 % by 2020. In the city of Odense the ambition is to have 0 % of early school leavers. The two schools, using the Twinspace of the project, will exchange experiences carried out in each school related to the topic of the project. They will implement activities on establishing an environment which motivates the pupils to stay in school and continue their further education after the ground school cooperating with local, provincila and regional authorities, will organize guidance activity, use an inclusive methodology, increase basic and transversal skills, enhance foreign language and digital skills; 2 project meetings and 2 short -term exchanges (7 days) of pupils between the two schools are forseen.The results will be: achievement of a better understanding of practices, policies, and systems in education trends in European countries; use of inclusive methodology based on active teaching and learning; use of an e-learning platform to share teaching materials; enhancement of cooperation with families. The impact and potential longer term benefits will be: a good school atmoshere through the use of inclusive methodology, laboratory activities, targeted activities for disadvantaged pupil; teaching staff engaged in innovative training experiences; a working method based on sharing best practices, ideas, and materials among colleagues within Europe; parents' engagement with school education and responsability for their children's school attendance and education; close collaboration between the schools and policy-makers at local, provincial and regional level.