Analogue to the previous paper, this part of the symposium is also dedicated to activities which are conducted in the participating schools in three countries. The Swedish activity is to form and actively work with a “mini-board” in the leisure-time center, which consists of children in the age between 10-12 years. The members of the mini-board are initially trained to act and function in a democratic way. The children work with different tasks with support of the pedagogues. One example is to refurnish a room at the leisure-time center with an aim to create a more inclusive space. The children themselves collect other children’s ideas about how the room can be redone. During this process, the children gain knowledge both about democratic processes and about issues related to inclusion (Elvstrand, 2009; Swedish National Agency for Education, 2019). The Danish activity is about children doing animated films (stop motion) about friendships. The aim of the activity is to develop children's language and voice through awareness around verbal and nonverbal communication (Committee on the Rights of the Child, 2009; Save the Children, 2021). Animated films give the children the opportunity to participate at many different levels, which makes it possible to differentiate the tasks based on the children's interests, competencies, position in the group, etc. The Swiss pedagogues’ activity is the implementation of a new conflict resolution tool among pupils, conducted in 8 different steps. The ability to handle conflicts constructively is an important soft skill for the students to acquire – both for everyday school life and for adult life (Dunn, 1993; Newcomb & Bagwell, 1995). The students learn conflict resolution strategies by operant conditioning, observational learning and through habit. The adults at the school are supporting them in this process. With increasing age, pupils apply these conflict resolution strategies independently in order to solve their conflicts autonomously. The activities presented here are currently being used in the respective schools and are continuously reflected by the educators together with the research team. At best, the activities will be adapted and applied by at least one school team from another country, so that the final product of the SIPP-project will be a collection of various tested and adaptable activities that will be made available publicly in the form of a toolbox.

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