The objective of UNEXPRESSED TALENT is to reduce the phenomenon of social and educational exclusion of young people (14-24 y.o.) by means of their active participation in civil society and increased personal accountability. One of the main indicators of uneasiness, often resulting in school dropout, is linked to an insufficient level of social inclusion and a scarce participation in democratic life as well as a general lack of the so called soft-skills allowing young people to make the most proper decisions about their personal and professional life. We believe the objective of reducing social uneasiness of young people in difficulties could be reached through their inclusion in active citizenship (CSOs, etc.) with positive effects on their transversal skills and leading them to become more aware of their unexpressed talents. A period of inclusion in a non-formal organisation will result in a better level of integration both at educational and labour level. The project will identify the right target group of young people both with talent and in a situation of discomfort and include them in alternative paths of skills valorisation. Starting with a research phase, the project will provide an assessment tool targeted to teachers, families and final beneficiaries to identify their specific kind of uneasiness or exclusion risk. Once the target group will be identified according to specific indicators, (with the participation of their families and the schools ), young people will be linked to local non-formal education agencies (as CSOs, NGOs, voluntary associations, sport clubs, libraries, social promotion associations, cultural and artistic associations, disabled associations, health associations, migrants’ associations, etc.) in order to provide them with specific and personal pathways of inclusion and measure the effects of the actions taken. The inclusion should be carried not boosting their competences but creating the transversal skills they need (soft skills, emotional intelligence, social intelligence, critical thinking , empathy, life skills, ability to work in team, punctuality, respect, reliability, loyalty, self-confidence, listening, communication, self-entrepreneurship etc.) to better choose how to enhance the professional and social life. By connecting formal and non-formal education agencies, young people suffering of exclusion will have the opportunity to understand and finally express their “talents” within a structured territorial organisation. The main problems we have individuated for a base for this project are: 1. Lack of a structured analysis on formal and not formal education agencies: the persistent number of early school leavers and low-skilled young workers determines the need for a scientific-based analysis in order to understand the origins of young people uneasiness and to recognize the alerts of such risks; 2. De-motivation of young people: the high percentage of young NEET is often caused by a lack of coordinated strategies aimed at intercepting, motivating and giving them the confidence and hope in the future; 3. Unexpressed talent: young people in discomfort situation often hold hidden capabilities and a social capital which is not properly exploited by the formal education system or in the environment they live in. These problems naturally lead to the following specific objectives: 1. To conduct an analysis in formal and not formal education agencies to determine the phenomenon according to quantitative and qualitative indicators; 2. To motivate young people involving schools, municipalities, associations and project stakeholders to jointly face problems and target common solutions; 3. To connect formal and non-formal education agencies for the purpose of improving both systems. The partnership will act in the project putting in place the different backgrounds of the single PPs but always keeping in mind that the final aim of the project is to improve the social activation and inclusion of young people. Schematically, the activities to be deployed could be summarized as follows: WP1. Qualitative and quantitative research to determine the extent of the phenomenon and assessment instruments. WP2. Methods to identify dropout alerts and tools to individuate the most proper pathways to increase their awareness and improve their sense of responsibility. WP3. Participation in CSOs activities to enhance young people’s attitudes and reinforce their personal framework by providing soft skills; WP4. Creation of a model collecting experiences and providing sets of solutions and approaches to connect formal and non-formal education organisations; WP5. Dissemination and multiplier events. Scale up of results. Specific output will be: 1. Social Inclusion Assessment Tool; 2. Social Exclusion Alerts Toolkit; 3. Tool For Assessment Of Unexpressed Talent; 4. Tool For Evaluation And Upgrading Of The Mode; 5. Participation And Responsibility Model; 6. Policy Recommendations.