What do adolescents and young people need to be successful in life? The most common answer is a "good" educational background. Academic performance is thought to be the main goal of the path of education and it is currently in the forefront of public consciousness. However, teachers and trainers who work with youth on a day-to- day basis and who witness their progress and their struggles, know that there is much more to consider than the academic performance. Researcher highlight the fact that success at school come when cognitive skills work in tandem with so-called soft skills, like self-control, persistence, social awareness, relationship development and self-awareness. So although the emphasis on academic achievement often captures most of the attention in debates on school reform, important achievements are being made by those who take a more holistic approach to education. The main goal of the project is to combat school failure by enhancing and improving student's social and emotional learning competences. I-YES specific objectives will include: - listen directly to youngsters and students to know what are their main difficulties in succeeding academically at school and what are their main emotional and social skill needs and deficits; - raise students' social and emotional skills, their motivation in order to help them attain better academic performance by the development of an intervention program including group and individual activities; - define and test tools and methodologies - based on new technologies - to develop and implement the intervention program to provide support to students to improve and increase social and emotional skills; - test the integration of tools and methodologies in already existing intervention action. The main target groups are: 1. final beneficiaries: students (14-25 years old) from VET Centers paying attention to people from socially disadvantaged groups, 2. intermediary beneficiaries: VET centre staff, teachers, trainers, staff from support organisations. 3. at system level: policy makers in the sector of education. The activities of the project will foresee: - the investigation of students and personnel/staff needs, problems, perspectives and views by the administration of online questionnaire and the organisation of focus groups to explore teenagers’ social emotional skills, their understanding and experience of school failure, their own responses to difficult behaviours and staff needs, - the development of an intervention program that will take into account data given by students and staff. It will include two different areas of activities: group and individual activities regarding outdoor training, reflective and mindulfness techniques, - workshops will be organised to train and support the staff involved in the experimentation, - the piloting of the intervention program by involving students and staff - the validation of the intervention program to verify the efficacy on teenagers and staff and the development of a set of handbooks for tearchers/trainers and for students/parents. The I-YES project will develop a teen-centered intervention program to develop student's social and emotional competences. It will include outdoor training and mindfulness techniques aimed at promoting emotional well-being and teach adaptive coping skills in order to increase inner strength among young people to create a more secure and safe environment to improve school attendance. The I-YES project will develop 5 outputs. The project intends to contribute to OVERCOME SCHOOL FAILURE THAT IMPOSES VERY HIGH COSTS TO SOCIETY. Regarding the GENERAL RESULTS, the I-YES project's expected results are in line with the strategic framework for education and training (Education & Training 2020 - ET2020) with regard to the following objectives: - Improving the quality and efficiency of education and training - Promoting equity, social cohesion, and active citizenship - Enhancing creativity and innovation In terms of SPECIFIC RESULTS, the I-YES project aims at improving and enhancing teachers and trainers performance to create a better classroom behavior where students can improve attitudes and behaviors, increase their social and life skills, enhance their motivation to learn, deeper their commitment to school and increased time devoted to schoolwork. Following the end of the project, all the tools will be available with free access. The mentioned above dissemination activities ensure free access to the instruments developed within the project. All intellectual outputs of the project are easily TRANSFERABLE. Their simplicity and ease of use will ensure their future sustainability. These products could be applied with very LOW COSTS by a huge number of organizations (starting from members of the partners which have an associative nature) for many years.