"<< Background >>The pandemic had begun and students and teachers were struggling to cope with the challenges and vulnerabilities. We realized that we all lack stress management skills. We needed a set of emotional and social education resources to prevent the emergence of emotional disorders in children, but also in adults. We needed to use positive discipline strategies to manage students' behavior online, but also face to face. Teachers were required to become more involved in the emotional and relational education of students. We agreed that it is necessary to evaluate our skills in the field of training students' socio-emotional skills, to identify new ways of communicating with parents, who are also caught in the carousel of paradigm transformations. We requested to do this project to capitalize on an opportunity to develop simple, easy-to-use tools, games and emotional experiences, awareness and self-awareness exercises, attention management activities to help students, parents and teachers. We set out to shift the focus from matter to relationships to increase resilience. We have joined forces to create a more inclusive learning environment.<< Objectives >>1. Elaboration of a school procedure regarding the development of social and emotional skills of students, teachers and parents.2. Increasing the awareness of 100 students, 20 teachers and 20 parents about the need to develop socio-emotional resilience skills in crisis conditions.3. Providing knowledge, skills, values, help and support to 20 teachers, counselors and principals from each school participating in the project.4. Carrying out 20 model activities for acquiring socio-emotional skills with students at risk (single-parent families, families with economic difficulties, with learning difficulties, with disciplinary violations and/ormajor absenteeism. 5. Providing psychological and emotional support for 30 students at risk using individual or group counseling.6. Realization of 9 workshops of the ""School of parents"" type with the objective of growthfamily protective factors and the decrease in the importance of family risk factors for the appearance of emotional disorders in children, both during the online activity and when returning to school with physical presence.<< Implementation >>1. Elaboration of a school procedure regarding the development of social and emotional skills of students, teachers and parents.2. Increasing the awareness of 100 students, 20 teachers and 20 parents about the need to develop socio-emotional resilience skills in crisis conditions.3. Providing knowledge, skills, values, help and support to 20 teachers, counselors and principals from each school participating in the project.4. Carrying out 20 model activities for acquiring socio-emotional skills with students at risk (single-parent families, families with economic difficulties, with learning difficulties, with disciplinary violations and/ormajor absenteeism. 5. Providing psychological and emotional support for 30 students at risk using individual or group counseling.6. Realization of 9 workshops of the ""School of parents"" type with the objective of growthfamily protective factors and the decrease in the importance of family risk factors for the appearance of emotional disorders in children, both during the online activity and when returning to school with physical presence.<< Results >>1. Elaboration of a school procedure regarding the development of social and emotional skills of students, teachers and parents.2. Increasing the awareness of 100 students, 20 teachers and 20 parents about the need to develop socio-emotional resilience skills in crisis conditions.3. Providing knowledge, skills, values, help and support to 20 teachers, counselors and principals from each school participating in the project.4. Carrying out 20 model activities for acquiring socio-emotional skills with students at risk (single-parent families, families with economic difficulties, with learning difficulties, with disciplinary violations and/ormajor absenteeism. 5. Providing psychological and emotional support for 30 students at risk using individual or group counseling.6. Realization of 9 workshops of the ""School of parents"" type with the objective of growthfamily protective factors and the decrease in the importance of family risk factors for the appearance of emotional disorders in children, both during the online activity and when returning to school with physical presence."