Fighting with peer bullying for disadvantaged students Erasmus Project

Project Title

Fighting with peer bullying for disadvantaged students

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Quality Improvement Institutions and/or methods (incl. school development); Disabilities – special needs; Early School Leaving / combating failure in education

Project Summary

Under the title of supporting young people at risk in the EU 2020 strategy; The subject of carrying out studies to protect them from possible social exclusion in the future by providing job opportunities to young people with disabilities or diseases is included.
As the coordinator, it was stated by our school and our project partner schools that the most important problem experienced with disadvantaged students is peer bullying because these children are very easy targets because they cannot protect themselves.
In the surveys conducted as a school, it has been observed that there are serious increases in absenteeism rates due to bullying. Our school, which has encountered such a problem for the first time, has achieved some positive results with the studies and interviews conducted by the guidance teacher and the study team.
It is important for us that this bullying is stopped and school dropouts are reduced, so that they can have education and become self-sufficient in life by acquiring a profession. With this motivation, the best practices of the strategic partnership focused on the exchange of good practices with the project partners were transferred, and many of the targets envisaged in the project were achieved.
Purposes;
In terms of students (especially the disadvantaged);
* Helped them to hope the future with confidence
* Studies have been carried out to prevent loss of self-confidence and self-esteem.
*Guidance has been provided to protect against bullying-related diseases such as depression and anxiety disorder.
* Significant decreases were observed in disciplinary incidents and absenteeism rates.
* Employment opportunities have been increased by keeping students at school.
In terms of participants;
* They learned knowledge, experience and strategies about the project.
* Provided cultural interaction with EU awareness
*They became entrepreneurs by increasing their language proficiency.
In terms of schools;
*Decreases were observed in violence rates.
*Awareness created to build a sensitive/respectful generation
* They became successful schools in their regions with solution-oriented studies on the project.
*Transnational cooperation
All teachers and students in schools are stated as participant candidates in all announcements. Participant groups were formed according to the announced selection criteria. Our project was also planned as 3 LTTs (Due to Covid, the Romanian mobility was made virtually.)and 1 meeting. Our partners were Italy, Lithuania and Romania. First, a transnational meeting was held in Turkey. At the meeting; efficient use of the budget, management and implementation of the project, dissemination and sustainability, etc. discussions were held.
Methodology;
The Project management team formed in the schools, the PYE team distributed the tasks and ensured that many activities and activities were carried out successfully. The personnel assigned by the project management team are; presentations, meetings, announcements, etc. methods did their work. In the host schools, accompanied by expert personnel, relevant training, presentation and demonstration, workshop, activity, note-taking, solution-oriented workshop, observation and question-answer methods were used.
In dissemination, the Partners were in constant communication with the whatsapp group and all participants were responsible for dissemination. They informed the local media, local administrators, families, district schools and other stakeholders about the project activities. In addition, by establishing social networking sites such as www.dezzor.org, e-twinning, local and internet media, Facebook, the results and activities of our project were made available to all interested parties.
As a result;
It is observed that some of our disadvantaged students are really successful. These students had to be in education in order to have a diploma. For this, the threat of peer bullying has been greatly reduced. Counseling service, families, teachers have achieved the goal by cooperating. Success has been achieved in connecting our disadvantaged students to life, which is our most important goal.
Effects and long-term benefits;
The schools, which are our partners with the project, and the methods and strategies applied related to the project subject were closely examined. Implementation standards have been brought to our school, and awareness has been created through the work done. In addition, our activities/works contributed to the development of team spirit, entrepreneurship, cooperation, compassion and compassion in all students.
With the contribution of the trainings, examinations and impressions our participants received on the project, a clear awareness has been formed that bullying is a bad act in our school. School dropouts of disadvantaged students, which is among the EU 2020 strategy, were reduced and thus, the employment of the disadvantaged was supported by enabling them to have a professio

EU Grant (Eur)

Funding of the project from EU: 79234,9 Eur

Project Coordinator

Tarsus Mesleki ve Teknik Anadolu Lisesi & Country: TR

Project Partners

• Kauno buitiniu paslaugu ir verslo mokykla
• ITI “G.B. Bosco Lucarelli”
• LICEUL TEHNOLOGIC ADMINISTRATIV SI DE SERVICII “VICTOR SLAVESCU” MUNICIPIUL PLOIESTI