• Updating Report on Researches and best practices about bullying prevention. Report that will condense, summarize and compare trends and developments about bullying prevention, thus providing details and insights for a better understanding of the challenges and opportunities of the Anti-bullying WSCA framework. The research will also address what school-based practices and programs are most effective, for whom, and under what circumstances. Finally, the research is needed to support solid conclusions about how to inspire and train educators (teachers, teaching staff, administrators) to integrate the Anti-bullying WSCA framework into their curricula and for organizing an integrated approach that infuses both promising practices and programs into the daily fabric of classrooms and schools, indispensable for an inclusive education to be fully realized.
  • Scenario-based questionnaire development and testing. In order to have effective anti-bullying strategies, they need to have a strategic focus on differentiated needs that imply different levels of prevention based on the acquisition of social and civic competences, on the promotion of common positive and democratic values and on the knowledge, ownership and exercise of the fundamental rights (an approach that is very different from the mainstream method because most of the existing strategies are confined to universal prevention approaches). The goal of this self-narrative questionnaire is to share a vision of what bullying is for the students in each school/community context and a concrete qualitative analysis about the inner perception the students have about the phenomenon. The delivering phase it is expected to involve at least 200 questionnaire per Country.
  • Development of training materials for Teachers and school staff. The training materials for teachers and support staff will be composed by: Teachers support programme; Set of lessons plan and a Teacher’s Guide: how to implement the WSCA antibullying framework based on the acquisition of social and civic competences, on the promotion of common positive and democratic values and on the knowledge, ownership and exercise of the fundamental rights; and Supporting tools (videos, deepening materials, web resources…)
  • Development of Training materials for Students. The training materials for students will be composed by: Students support programme; Handbook of exercises and hands on activities: for each of the value and competence to be promoted a set of practical exercises/ workshops instructions/hands on activities/ participative role games/ problem solving scenarios… will be produced (i.e. Some titles could be: what does my word look like?; Living in a diverse world; What makes us unique? What is diversity? What factors influence or shape identity? Children’s rights – human rights; How do rules and laws affect me? What are the common value that unite my school/community?; What are the fundamental rights and how I can exercise them? …); and “Student voices”: a school private space on the project web-site where the students can share their views and beliefs, for valuing the thoughts, feelings and voices of each student.
  • Training and informative materials for Parents and Members of the Educating Communities. The training materials for Parents and Members of the Educating Communities will be composed by: Guide: parenting and adult’s style in bullying prevention and intervention; WSCA Antibullying framework: informative factsheets; Anti-bullying Charter for Action Document and other formative and informative materials for parents and members of the community.
  • Maps the Community organizations in each country and Memorandum of Understanding. A creative and community-specific approach to identifying the community partners will be followed in the SAFER project. The partners together with the involved schools will develop a mapping containing a comprehensive inventory of potential community partners. After having reached out to local organizations and connected them a shared Memorandum of Understanding will be produced before the implementation of the anti-bullying WSCA framework.
  • Train of trainers. Detailed report about the results, containing programs, contents, didactical materials and list of participants. During the training period, each partner will assess the learning programme through an evaluation questionnaire filled in by the trainees. At the end of the training, after collecting the assessment questionnaires, each partner will prepare a report on the assessment of the training.
  • Piloting in schools. The materials developed will be delivered through a piloting experience that will involve at least 3 schools in the 7 countries for a total of 20 primary and lower secondary/ middle schools. Approximately 200 teachers and 20 schools director, 1000 students and 500/600 members of Educating Communities will be impacted by the piloting experience, that will last an entire school year.
  • The Lessons learned log and Policy Recommendations. The Lessons log is a recording of the lessons learned, including enablers or barriers. It is a primary input for the policy development framework. The data recorded in the log are identifier, type (enabler/barrier), reference to issue or risk. The Recommendations, based on the Lessons learned Log, will be based on some suggestions to guide policy makers, educational public authorities in the implementation of the programme into other schools
  • Sustainability and Exploitation Report. The sustainability issues will be further discussed among the partners. There will be the identification of different type of exploitable results and consideration of their direct and indirect value and impact for different stakeholders. The resources the coalition believes will be needed to sustain the campaigns overtime will be identified, as well as a reliable funding strategies, such as national ministerial founds, contributions by the partners organizations, volunteerism, contributions/sponsorships.

Alongside those core outputs and outcomes, SAFER relies on a solid Quality Assurance Plan and a Dissemination set of activities already set up at the application stage that will be constantly updated during the project’s lifespan.