Economical and social changes in the European Union bring new opportunities and challenges. Due to the economic crisis of the past years, a lot of European countries face the fast growing dropout of at risk students that is, students who come from poor or minority families, usually with a lot of siblings and academically characterized as underachievers. Those students show low self esteem, a lot of behavioural problems, are often absent from school and finally most of them drop out school altogether. Research results have proved that at risk students perform remarkably better when they get involved in arts programs. Moreover, technology can undoubtedly be used as a means to challenge students, both high and under achievers, and engage them more actively into the learning process. As a consequence, we have thought that the TEEARS project combining ICTs and Art in various formats could be an effective way to enhance students’ motivation and engagement, aiming at the same time first and foremost to the education and schooling of at risk students. School curricula have traditionally been structured so as students study separately each of the disciplines. Equally important, however, is to bring wholeness to students' study so as to see how disciplines meet, overlap, and inform each other. Arts and technology, taught in context, provide an excellent vehicle for exploring these connections. Teachers will design joint projects pulling together skills and knowledge from other areas of instruction. The six schools participating in the TEEARS project are:1st General Lyceum of Levadeia (Greece), 1st Gymnasium of Orchomenos(Greece), Agrupamento de Escolas Dr. Jorge Augusto Correia- Tavira(Portugal), IES EDUARDO LINARES LUMERAS (MOLINA DE SEGURA-MURCIA SPAIN), Sportowa Szkoła Podstawowa nr 29(Poland) and Alibeykoy Anadolu Lisesi(Turkey) have at risk students and have been trying to find ways to help them. All are public schools with experience in European projects and a range of ICT facilities which have been operating in order to benefit all students, especially at risk ones. The participants intend on using a variety of activities in the project in order to strengthen the cooperation between the organisations with a view to establishing exchanges of good practices and to promote the development, testing and/or implementation of innovative practices in the field of education, training and youth, for example αrticle writing for blogs, newsletters, the TEAARS website, museum visits/projects, organization of a contest, movable mini-exhibitions/’project corners’/on site panels, a theatrical performance or a musical and of course short-term mobilities where teachers and students will meet for exchange of experiences and knowhow on art and ICTs teaching and learning. A range of methodological techniques will be used in order to fulfill the project activities and have the best possible results, such as basic data information gathering through questionnaires and observation, focusing on identifying the problematic areas in regard to the subject of the project, case studies allowing exploration in more depth of examples of good practices, analysis and reflection in order to draw conclusions and recommendations, field trips, debates and extra-curricular activities involving students, teachers and parents, role play, observation. To evaluate whether the aims of the partnership have been met and the expected impact has been achieved we are going to use the following methods: teacher observation, teacher-designed tasks and tests, portfolios, progress reports, interview guides. Through the TEEARS project the six partners intend to create both short-term and long-term tangible and intangible results and o achieve the biggest possible impact to future projects and policy processes such as designing technology and art rich curricula to help cope with the problem of dropouts, setting up the TEAARS website in order to provide continuous access to the general information of the Project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform non-specialist audience about the project’s background and main results, arranging an annual school festival, taking place in a different country each year on a common date i.e. the European day of languages celebrated on the 26th of September, with the aim of showcasing all aspects of student art in each school, providing a sustainable basis for ongoing development of practice-based pedagogical research in the area of how arts education in combination with ICTs improve the academic study, communication, and cognitive skills of at risk students, cultivating effective partnerships between artists, educators, and community organizations so as to amplify our collective impact on the students we serve.