By evaluating on a regular basis, we assessed if the project objectives were met. During the online project management meetings and also during the exchanges, teachers analysed the activities which took place and evaluated if the objectives were met. After each exchange, Erasmus Club students and teachers evaluated the experience and gave feedback. We organised staff meetings and workshops to share the ideas gained from the project. 

We analysed the collected data from surveys and questionnaires to identify trends, patterns, and statistical information related to the well-being and mental health of the students. We looked for changes in the strengths and weaknesses of the students, as well as any improvements in their life skills, self-confidence, self-esteem, and overall mental health. Interviews at the end of the project (see details in Timeline, P13) gave us valuable insights into the project's success in empowering students, fostering well-being, and promoting mental health.

Moreover, we collected individual stories, testimonials from students as well as their parents to highlight the personal experiences and impacts of the project. These qualitative assessments provided valuable feedback that proved that we are on the right track. We could observe obvious changes in students directly involved in the project as they became more open to ideas of taking part in different projects, had less problems speaking publicly, presenting and voicing their ideas and opinions and their body language became more self-confident and stronger.

Through this remarkable experience, the teachers and school staff have not only broadened their horizons, gained invaluable insights, and fostered deep respect for diverse cultures, but have also emerged stronger, more resilient, and better equipped to face challenges with determination and optimism. 

To sum up, we cannot speak about the overall change in students as the result of the project, since the number of students each school directly worked with was rather small. We can merely say, they served as a kind of a test group to enlighten our perspective on the problem and possible solutions. Therefore, we can assert confidently that we have made big steps towards changes and making an impact on our future professional development of our school staff and the whole educational process at our schools which will hopefully lead to producing healthy, successful and happy students in the future.

 

Cmepius organized a traditional national eTwinning seminar from A to Z, which was aimed at beginners in international networking with schools abroad. As part of the Erasmus+ project team, Karla Poslek Petrovič presented the Miracle Scarves project as an example of good practice. She spoke about mindfulness, respect, personal relationships, social skills and values ​​in the education of 21st century students. Based on that, she presented how at our school, in the Erasmus+ project and outside it, we raise children in a positive spirit and strengthen emotional-social competences in such a way that we offer them a huge number of activities that include empathy and social inclusion. She also emphasized how gained experiences in the project affect the well-being of students and teachers.

The seminar presented basic information about the eTwinning portal, its advantages, structures and purpose. We looked in detail and tested how the portal works, learned about the TwinSpace online classroom, uploaded various resources and actively performed tasks related to the portal.