One keystone of the SIPP project are the activities that pedagogues in the participating schools are conducting. They all have the goal to enhance social inclusion among pupils and strengthen their opportunities for participation in the school setting (in classroom as well as in non-formal education). With presenting their activities to other school teams from different countries, the pedagogues reflect their activities and may trigger a development in other schools who are inspired and who adapt the activity to their context. This gives the opportunity for cross-national learning. The most successful activities will be part of the project’s output, in the toolbox for teachers, educators and children. In this paper, the researchers from the Italian and Estonian team aim at showcasing two examples from their respective contexts, in order to highlight the main drivers of the approaches, their impact and their replicability. Il Manto is a child-care center in Como, Italy. It deals with approximately 140 children every year at risk of drop-out or with a different range of disadvantages. Due to this specific target, Il Manto has developed its own specific approach, based on learning by doing, and organized into workshops/atelier. The “Atelier Approach” focuses on a specific self-regulative model of orienteering (Mercadante, 2007), as a potential way to enable beneficiaries’ capability. The model, based on design and co-design, encourages the co-construction of the learning environment by sharing a common task while preserving personal initiatives. Gaia School (Estonia) is based on the principles of the harmonious coexistence of human and nature. Its vision is a developmental environment that supports students' ability to have excellent cooperation skills, to follow sustainable principles and to take responsibility for themselves and the world. One specific activity is the “Social inclusion Committee (SIC)” which allows students to be noticed and heard while organizing the real school life. For that committee two different social status pupils from each class were chosen. They work as a regular legislative organ, have meetings where they discuss obstacles they have to overcome and solutions they have to work out. This research will focus on examples and methods each educational center carried out in order to highlight and evaluate the approaches and their contribution to stimulate effective inclusion and participation. Research methodology consists of on-field observations and interviews. Project results will enrich the cross-national analysis about social inclusion and including other European countries.

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