The STOPSY project and its final results have been presented to future teachers from pedagogical faculties in Slovak Republic, Greece, Bulgaria, Italy, Spain, Finland and France in the context of the INVEST Winter School organised by the INVEST European University Alliance. They have learnt about the methodology behing the project and we have disseminated to them the microcredential handbook and the educational videos. Their role will be as multipliers of the project results in their countries.

The project results were promoted during the International scientific conference on “Leadership an Organisational development”. It was hosted by the biggest university in Bulgaria – the Sofia University “St. Kliment Ohdridski”.

The project consortium was represented by Prof. PhD Pilar Gutiez Cuevas – President of ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA, Madrid, Spain and Andrean Lazarov – CEO of the Bulgarian Inclusion Support Team as well as teachers from 94 SU “Dimitar Strashimirov”. They have participated in different pannels of the conference, where they have introduced different components of the project realisation. Potential exploitation contacts have been made.

On 27 October 2025 at the Autonomous University of Madrid, the final event of the cluster project “EMPLOGAME” was held. On behalf of the project consortium, Mr. Andrean Lazarov (BIST), Prof. PhD Pilar Gutiez Cuevas (AMPAT) and Mrs. Nevena Apostolova (94 SU “Dimitar Strashimirov” Sofia) presented the project and its final results. More than 90 participants (teachers, academicians, psychologists, educational experts) were able to learn more about the project impact as well as potential exploitation negotiations were elaborated.

The school principle of 94 SU “Dimitar Strashimirov” Sofia, Bulgaria and project coordinator Mrs. Lidiya Yarnova officially opened the Second final multiplier event of the STOPSY project. The event was held on 17 October 2025 in National Student’s House in Sofia as part of the official calendar of Erasmus+ Days 2025.

She presented the overall concept of the project and made an overview of all main project activities.

Among the 40 participants were teachers and principals from vocational schools as well as vocational students and their families, who are dedicated to the mental health wellbeing of their pupils. There were also representatives of the Bulgarian Teacher’s union, Centres for vocational education and training as well as representatives of Sofia Municipality.

Mr. Andrean Lazarov from Bulgarian Inclusion Support Team presented the two major project intellectual results – Result 1: Microcredential teachers’ training on coping strategies and adaptive behaviour to students affected by psychological disorders and Result 2: Educational videos to raise the awareness among students about their mental health and how and where to seek for support.

Mrs. Nevena Apostolova from the Project management team of 94 SU “Dimitar Strashimirov” presented the pilot implementation activities, which were held in the school during the project realisation and concluded on the impact of the project to teachers and vocational students.

Mrs. Penka Nikolova – Qualification and project’s development expert of 94 SU “Dimitar Strashimirov” Sofia presented an overview of the project involvement of the school with particular focus on Accreditation mobilities project and the impact of the Erasmus+ programme on students and teachers of the school.

Prof. PhD Pilar Gutiez Cuevas – President of the Madrid Association for Early Childhood Intervention presented the Spanish situation of the mental health prevention at schools as being Spanish partner in the STOPSY project. She presented the pilot implementation outcomes and the integration of the project results into the Municipality of Madrid annual strategy for mental health resilience.

Special guest of the multiplier event was prof. PhD Cristina Sanchez Romero – Chair of the department of the inclusive education and digitalisation at the University for national distance education of Madrid, Spain. She presented the A-CHAT Erasmus+ project related to the development of an Interactive digital tool to university students including those with disabilities towards supportive and preventive measures of aggression and bullying. She made a reference between the issues on bullying (cyperbullying) and agression towards adolesents and students and the consequences on the mental health if there is not proper interventions and preventions.

At the end of the event, the participantes expressed their views on exploitation of the project results. The SBU as being the biggest syndicate of teachers in Bulgaria confirmed their intention to disseminate the project results to all their members of 93 000 teachers in Bulgaria.

The Bulgarian project team also mentioned that the project results will be integrated as a resource to the National programme for prevention of aggression and bullying in Bulgaria.

The project partners concluded on the project activities with the realisation of the final physical transnational partners’ meeting organised on 16th October 2025 at 94 SU “Dimitar Strashimirov” in Sofia, Bulgaria. The event is part of the Erasmus+ days in 2025.

Main purpose of the meeting was to present the outcomes from the pilot implementation phase in Bulgaria and Spain, where more than 140 teachers were trained in the microcredential training and more than 300 students participated in 7 sessions with regards to the mental health resilience training. Next month the piloting report with all data and impact will be published. Follow us for more information!

Interview and testimonial 1: Bulgaria

Title: “A New Toolkit for the Classroom: Bulgarian Teacher Shares Impact of Microcredential Training”

Teacher’s Name: E.P.

“Before this project, I often felt like I was navigating a maze blindfolded,” admits E.P., a veteran teacher of electronics at a technical school. With over two decades in the classroom, E.P. has seen many changes, but the rising prevalence of students grappling with behavioral and mental health challenges has been a significant shift.

“The traditional methods simply weren’t enough. We’d try to be understanding, but without specific strategies, it was often trial and error, and sometimes, frankly, just overwhelming.”

E.P. is one of the teachers in Bulgaria participating in the project “Coping strategies and tips for vocational teachers towards students with behavioural and mental disturbances” project. She recently completed the Microcredential teachers’ training, focusing on coping strategies and adaptive behavior.

“It’s been a revelation,” she states, her voice reflecting genuine enthusiasm. “The training provided us with a structured approach. We learned about early identification, de-escalation techniques, and how to adapt our teaching methods to be more inclusive. It wasn’t just theory; it was practical, actionable advice that I could implement the very next day.”

She recounts a recent experience with a student exhibiting severe anxiety.

“Previously, I might have just tried to reassure them, but the training taught me about creating a ‘safe space’ within the classroom, offering alternative assessment methods, and even simple things like mindful breathing exercises. It made a noticeable difference. The student felt heard and supported, and it prevented a full-blown panic attack.”

The project also includes educational videos for students to raise awareness about their mental health. E.P believes these are equally crucial.

“There’s still a stigma around mental health, especially among young people. These videos are a fantastic way to open up the conversation, to show them they’re not alone, and to equip them with basic self-care strategies. It’s empowering for them to understand their own emotions and how to seek help.”

E.P. concludes: “This project has truly transformed my approach. It’s not just about teaching a subject anymore; it’s about nurturing the whole student. We’re building a more supportive and understanding environment, and that benefits everyone.”

Interview and testimonial 2: Spain

Title: “From Frustration to Empathy: A Spanish Vocational Teacher Embraces New Strategies”

Teacher’s Name: R.G.

R.G., a passionate instructor at the Culinary school, has always prided himself on creating a dynamic and engaging learning environment. However, the increasing number of students struggling with anxiety, depression, and other behavioral issues was starting to challenge his long-held teaching philosophies. “In a professional kitchen, stress is part of the game,” R.G. explains, “but sometimes, the students’ reactions were beyond typical pressure. I felt unprepared to handle outbursts or extreme withdrawal.”

R.G.’s participation in the Microcredential teachers’ training as part of the “Coping strategies and tips for vocational teachers towards students with behavioural and mental disturbances” project offered him a new perspective. “The training emphasized the importance of empathy and understanding the root causes of certain behaviors, rather than just reacting to the behavior itself,” he notes. “It was eye-opening. We learned about various psychological disorders, their manifestations, and most importantly, practical ways to create a supportive classroom atmosphere.”

One of the key takeaways for R.G. was the concept of ‘scaffolding support.’ “For students with social anxiety, for example, the idea of presenting their dishes to a panel can be terrifying. The training showed me how to break down that task, offer smaller, less intimidating steps, and provide positive reinforcement along the way. It’s about building confidence gradually.”

He’s also enthusiastic about the educational videos being developed for students. “These videos are a crucial step in destigmatizing mental health issues. Our students are often under immense pressure to perform, and they might feel isolated in their struggles. Seeing relatable content that explains mental health in an accessible way can encourage them to seek help and realize they’re not alone. It’s a proactive approach that complements our efforts in the classroom.”

R.G. believes the project has not only equipped him with valuable skills but has also fostered a more compassionate teaching community. “We’re all learning from each other, sharing experiences, and building a network of support. This isn’t just about managing challenging students; it’s about creating a healthier, more understanding learning environment for everyone involved.”

To provide a comprehensive extension, I have expanded each interview into a full-page narrative format. These extensions detail the specific methodologies used, the emotional journey of the teachers, and the tangible results observed in the students.

Interview and Testimonial 3: Bulgaria

Title: “Bridging the Gap: How Specialized Training is Saving At-Risk Students” Teacher: D.B.

D.B. admits he used to be a “tough love” teacher. “In my workshop, safety is everything. I used to see behavioral disturbances as simple disobedience,” he says. For twenty years, his classroom management was built on rigid discipline. If a student wasn’t focused on a hydraulic system, it was a safety violation; if they were restless, it was disrespect. The Microcredential training changed his lens entirely.

“I learned that what looked like ‘laziness’ or ‘defiance’ was often a manifestation of undiagnosed ADHD or trauma,” D.B. explains. “The training taught me how to adjust my instructions—breaking them into smaller, visual chunks. In a high-risk environment like heavy machinery, a student with ADHD can feel overwhelmed by a 20-step verbal instruction. Now, I use laminated visual guides attached directly to the machines. We use a ‘check-and-verify’ system where students demonstrate one small task before moving to the next. This doesn’t just manage behavior; it increases safety.”

The educational videos provided by the project also sparked a conversation D.B. never thought he’d have in a workshop. “One student came to me after a video and finally explained why he struggled to stay focused. It wasn’t that he didn’t care; it was a sensory processing issue. The roar of the engines and the smell of the grease were overstimulating him to the point of a shutdown. We didn’t discipline him; we adapted his schedule and provided high-quality ear protection. We saw his performance skyrocket. That’s the power of this project: it turns ‘problem students’ into focused professionals by addressing the root cause rather than the symptom.”

Interview and Testimonial 4: Spain

Title: “The Silence Breaker: Tackling Social Anxiety in Seville’s VET Centers”

Teacher: L.M.

L.M. teaches administrative services in Seville. Her biggest challenge was “the invisible student”—those who never spoke, never raised their hands, and eventually dropped out without ever being “a problem.” “The Microcredential modules on ‘Internalizing Disorders’ were a game-changer,” L.M. explains. “I realized I was spending all my energy on the loud, disruptive students while the ones suffering from severe social anxiety were slipping through the cracks.”

The training helped L.M. understand that silence can be a cry for help. She began implementing “Adaptive Behavior” techniques to lower the stakes of classroom participation. “I stopped cold-calling students. Instead, we started using digital collaboration tools where students could submit questions and ideas anonymously in real-time. This allowed the ‘silent’ students to show their brilliance without the paralyzing fear of public speaking.”

Simultaneously, the awareness videos showed her students that it’s okay to feel overwhelmed. “We started having ‘Check-in Mondays’ where we use the vocabulary from the project—words like ‘overwhelmed,’ ‘anxious,’ or ‘disconnected.’ Now, the atmosphere is less competitive and more communal. Students are starting to support each other because the project gave them the vocabulary to talk about mental health. We’ve seen a 30% reduction in early leavers in my department because these students finally feel like they belong in the room.”

Interview and Testimonial 5: Bulgaria

Title: “From Burnout to Empowerment: A Rural Teacher’s Perspective”

Teacher: M.S.

In smaller Bulgarian towns, resources for mental health are often scarce. M.S. felt the weight of this responsibility alone for years. “I was burnt out trying to manage students with severe behavioral outbursts,” she shares. “In a rural setting, you are the teacher, the counselor, and the social worker all at once. I was at the point of quitting.”

“The project’s focus on ‘Coping Strategies for Teachers’ saved my career,” M.S. says. “It wasn’t just about the students; it was about managing our own stress as educators. I learned about ‘Emotional Contagion’—the scientific fact that if I am stressed and defensive, my students will mirror that. Learning how to de-escalate a situation without losing my own cool has been vital.”

The training provided a structured protocol that is now used school-wide. “We moved from ‘reactionary’ teaching to ‘proactive’ management. We now have a ‘Cool Down’ corner in every classroom—not as a punishment, but as a self-regulation tool. We are no longer just guessing or shouting to be heard; we are following a proven framework of de-escalation. My blood pressure is lower, the students feel safer, and the classroom has become a place of learning again instead of a battlefield. I realized that to take care of my students, I first had to have the tools to take care of my own mental state.”

Interview and Testimonial 6: Spain

Title: “Tech for Good: Using Video Media to Humanize the Classroom”

Teacher: J.S.

J.S. teaches web development in an environment where students spend eight hours a day behind screens. He noticed his students were highly tech-literate but emotionally disconnected, often struggling with burnout and “tech-isolation.” “The educational videos provided by the project were the perfect medium for this generation,” Javier notes. “They don’t want a lecture; they want to see someone they relate to speaking their language.”

“We watched the videos as a group once a week. Seeing professional-grade content that validated their struggles with depression, screen-addiction, and the pressure to perform made a huge impact. It broke the ‘fourth wall’ of the classroom.” As a teacher, the Microcredential training gave Javier the “soft skills” to facilitate the discussion after the video.

“I learned how to hold space for a conversation without needing to be the expert with all the answers. It turned a cold computer lab into a space of mutual respect. My students aren’t just coding better; they’re behaving more maturely. They are collaborating on projects more effectively because they understand the ‘human operating system’ behind the code. The project showed them that their worth isn’t tied to their productivity or their ability to debug a script—it’s tied to their well-being.”

Interview and Testimonial 7: Bulgaria

Title: “The Language of Empathy: Overcoming Stigma in My School”

Teacher: N.I.

In the hospitality sector, emotional intelligence and “soft skills” are the foundation of a career. N.I. found that students with mental health struggles often failed the “customer-facing” parts of their training, leading to low self-esteem and failed internships. “The Microcredential training helped me create ‘simulated environments’ where students could practice adaptive behavior in a low-stress way,” N.I. explains.

“We created role-play scenarios where the ‘customer’ was actually a peer, and the goal wasn’t just to serve food, but to recognize one’s own rising stress levels and use a grounding technique mid-service. The project taught us that mental health awareness is a professional skill, just as important as food safety or knife skills. If you can’t manage your anxiety during a rush, you can’t work in a kitchen.”

The videos helped break the deep-seated Bulgarian “taboo” of speaking to a psychologist. “In our culture, seeking help is often seen as a weakness. But when the students saw the videos, they realized that even top professionals use these tools. The students now understand that taking care of their mental health is as important as learning a second language or a culinary technique. We’ve seen a shift in the local industry too; the hotels where our students intern are noticing that our graduates are more resilient and better at handling workplace stress.”

Interview and Testimonial 8: Spain

Title: “Building Resilience in the Construction Trades”

Teacher: A.R.

A.R. works with students who often come from difficult socio-economic backgrounds, where “toughness” is the only currency. “Aggression was a common defense mechanism,” he says. “In a construction site environment, that aggression leads to accidents. I used to just kick them out of class, which only reinforced their belief that the system was against them.”

“The training on ‘Coping Strategies’ gave me the tools to look past the aggression. I learned how to identify ‘triggers’—like a student being unable to calculate a measurement and feeling ‘stupid’—and use ‘Time-In’ rather than ‘Time-Out’ strategies. A ‘Time-In’ means I stay with the student while they regulate, showing them that their anger doesn’t make me abandon them.”

The awareness videos were particularly impactful because they featured diverse voices. “My students saw themselves in those stories. They saw men in boots and hardhats talking about anxiety. It changed the ‘macho’ culture of the workshop. The project has shifted the culture of our school from one of punishment to one of prevention. We aren’t just building walls anymore; we are building people who can handle the pressures of life without breaking.”

Interview and Testimonial 9: Bulgaria

Title: “Artistic Expression and Mental Health: A Harmonious Approach”

Teacher: T.K.

T.K. observes that creative students often have a heightened sensitivity, but this can mask deeper issues. “The Microcredential course on ‘Psychological Disorders’ was deeply illuminating,” she says. “Before, I might have dismissed a student’s erratic behavior as ‘artistic temperament.’ Now, I can see the signs of genuine distress, like bipolar cycling or severe clinical depression.”

T.K. has integrated the project’s tips into her critiques. “Critiques can be brutal for an anxious student. I now use a ‘Strengths-Based Feedback’ model learned in the training. We focus on what is working first, which builds the cognitive ‘safety’ needed for the student to hear constructive criticism without spiraling into a shame-loop.”

The educational videos have also encouraged students to use their art to express their mental health journeys. “We’ve seen a surge in ‘socially engaged’ art in our studio. Students are using their portfolios to tell stories of recovery and struggle. It’s been a beautiful integration of the project goals and our curriculum. The Microcredential didn’t just give me a certificate; it gave me a way to protect the creativity of my students by protecting their minds.”

Interview and Testimonial 10: Spain

Title: “A Unified Front: The Importance of Microcredentials for School Staff”

Teacher: B.L.

B.L. emphasizes the importance of the Microcredential’s formal recognition. “Teachers are tired of ‘one-day workshops’ that don’t lead anywhere. Having a certified credential in these strategies gives us professional confidence and institutional weight,” she asserts. “It’s a badge of expertise that says we are prepared for the modern classroom.”

“In our vocational school in Alicante, we now have a common language. In the past, the plumbing instructor and the beauty therapy teacher had completely different ways of handling a student in crisis. Now, we all use the same adaptive behavior strategies and the same de-escalation protocols. This consistency is vital for the students; they know what to expect regardless of which classroom they are in.”

The videos for students act as the ‘bridge’—it’s a 360-degree approach where everyone is on the same page. “We are seeing fewer dropouts, higher grades, and, more importantly, a much happier student body. Teachers feel less like they are ‘policing’ and more like they are ‘mentoring.’ This project shouldn’t just be a pilot; it should be mandatory for every vocational teacher in Europe. It is the missing piece of the vocational education puzzle.”

The first multiplier event aiming at conclusion, dissemination and exploitaiton of the project and its results has been held on 08th October 2025 in Sofia. Teachers, pedagogical counsellors and students, who participated in the pilot implementation phase have concluded on the successful realisation of the project. The participant discussed reached impact on the extending of awareness towards the mental health among vocational students, as well as on the extended level of resilience of these students. This was possible thanks to the extended qualification of teachers, who have participated in the micro-credential training organised by the Bulgarian Inclusion Support Team.

              Уважаеми Госпожи и Господа,

Поради големия интерес, екипът на проект  Европейски проект по програма „Еразъм+“: “Стратегии за справяне и съвети за учители по професионално обучение към ученици с поведенчески и психични разстройства”  (STOPSY) в рамките на ключова дейност КД210 “Малки партньорства”, сектор “Професионално образование и обучение” на програма „Еразъм+“ на Европейската Комисия, има удоволствието да Ви покани да вземете участие във второто заключителното събитие за разпространение на резултатите на проекта.

Събитието ще се състои на 17 Октомври 2025 г. (петък)
Mясто на провеждане: Национален студентски дом, пл. Народно събрание 10, етаж 2, зала “Галерия” 
регистрация: 10:30 ч, начало: 11:00ч. продължителност: до 13:00ч.

Събитието е включено в официалния календар на Дни на “Еразъм+” през 2025 година

Психичното здраве е основна тема, която вълнува и днешните ученици в професионалните гимназии. Това до голяма степен се дължи на факта, че днес има повече от всякога изследвания и обща осведоменост относно психичното здраве и благополучието. Съществуват обаче и доказателства, че честотата на проблемите с психичното здраве нараства. Налице е и сериозна загриженост от страна на директори, учители, психолози и педагогически съветници в професионалните гимназии, тъй като нелекуваните психични нарушения, освен че представляват рискове за здравето, могат да имат дълбоко отрицателно въздействие върху ученето и постиженията на учениците, както и оказват сериозно влияние върху атмосферата в класната стая и взаимоотношенията между учениците.

Емоционалните изблици на гняв са нормална част от живота на младежите и не трябва да бъдат укорявани, че се опитват да преодолеят чувствата си, преди когнитивните им способности да са се оформили напълно, стига поведението да не наранява никого. 

В тази връзка, нашият проект има за цел:
– Да се ​​повиши осведомеността на създателите на образователни политики относно рисковете и предоставянето на стратегии за смекчаване при ученици с временни психични разстройства.
– Да се ​​създаде микроквалификационен курс за учители (микро-удостоверение), състоящо се от насоки и стратегии за справяне с ученици с поведенчески и психични разстройства.
– Да се ​​повиши устойчивостта на психичното здраве на учениците между 15-18 години.
– Да се ​​намали потенциалното отпадане от образование и употребата на наркотици и алкохол за ученици, които имат поведенчески или психични разстройства.В рамките на събитието ще Ви бъдат представени и обучителните резултати, създадени от международният екип по проекта:

• Резултат 1: Микрокредитно обучение (микро-удостоверение) на учители от професионални гимназии относно стратегии за справяне и адаптивно поведение към ученици, засегнати от психологически нарушения и разстройства.

• Резултат 2: Образователни видеоклипове за повишаване на осведомеността на учениците относно тяхното психично здраве и как и къде да потърсят подкрепа.

• Резултат 3: Практическа учителска общност в България и Испания

Специални гости на събитието са проф. д-р Пилар Гутиез Куевас – Президент на Националната асоциация на специалистите по ранно детско развитие – АМПАТ и дългогодишен професор по ранно детско развитие и приобщаващо образование в Университет Компултенз в Мадрид, Испания, както и проф. д-р Кристина Санчез Ромеро – Ръководител Катедра “Педагогика, училищна организация и приобщаващо образование, Педагогически факултет, UNED, Мадрид, Испания.

Събитието се организира от 94 СУ „Димитър Страшимиров“ гр. София (координатор на проекта) в партньорство с „Български екип за приобщаваща подкрепа“ гр. София и  Националната асоциация на специалистите по ранно детско развитие – АМПАТ, гр. Мадрид, Испания. 

В края на събитието е планирана  дискусия и обсъждане на възможности за по-широко използване на проектните резултати.

Събитието няма такса участие и всички участници ще получат присъствен сертификат.

Може да направите своята регистрация на следния линк

Срок за регистрация: 13 Октомври 2025 година

За повече информация: projects@inclusionteam.org

Финансирано от Европейския съюз. Изразените възгледи и мнения обаче принадлежат изцяло на техния(ите) автор(и) и не отразяват непременно възгледите и мненията на Европейския съюз или на Европейската изпълнителна агенция за образование и култура (EACEA). За тях не носи отговорност нито Европейският съюз, нито EACEA.

The project was promoted during networking sessions, individual talks and workshops at the 35th Annual International Conference and Fair – EAIE 2025 organised by the European Association for International Education. The event was held in the period 9-12 September 2025 in Gothenburg, Sweden, where more than 7000 educational professionals and students from all over the world have participated.

We were able to extend the dissemination and promotion of the project to an international level during series of individual meetings with rectors, vice-rectors and directors of international officies of universities from Abu Dhabbi, Qatar, Dubai, Saudi Arabia, India, Bangladesh, Vietnam, China. The interest towards the project results was significant. Thanks to that, the partners received new invitations to speak at international events.

The Bulgarian Inclusion Support Team in collaboration with the Bulgarian Teachers’ Union organised another Microcredential teachers’ training on coping strategies and adaptive behaviour to students affected by psychological disorders. It was held on 8th July 2025 in Hisarya, Bulgaria as part of the Permanent Academy for Sciences and Innovation in Education. 36 teachers from Sofia, Silistra, Stara Zagora, Montana, Rousse and Yambol have passed successfully the microcredential course.

At the end of the course, each of them received a certificate.

Representatives of the project consortium took part in the International Staff Week on Diversity and Inclusion at University Milano Biccoca, which was held in the period 3-6 June 2025. The purpose of the event was each participant to share insides from Erasmus+ teachers’ training projects, where inclusion and diversity horizontal priority is addressed.

We have presented as good example the Microcredential teachers’ training on coping strategies and adaptive behaviour to students affected by psychological disorders and the Educational videos to raise the awareness among students about their mental health and how and where to seek for support. The have been also presented to the University Inclusion Team called “Be-Inclusion”.

The project concept and results have been disseminated and presented during Regional seminar “Innovations in education and training under Erasmus+ programme”. The event was organised by the Bulgarian National Agency – Human resources development centre. Representatives of the project consortium presented the main project results – the microcredential training course and handbook as well as the educational videos.

The initiative was attended by 70 participants, including library and museum experts, research associates, cultural and community center activists from Varna and the region. With this event we have extended the Community of practice in Bulgaria in Varna region. The participants in the seminar were welcomed by the Deputy Mayor Mr. Pavel Popov with the portfolios of “Education and Youth Activities” and “Culture and Spiritual Development” in the Municipality of Varna. The project team received an invitation from the Varna Municipality to hold events for students and teachers.

The piloting phase and microcredential training of recent teachers in Madrid area was held on 22 April 2025, in Madrid, Spain. The event was organised by the ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA, Madrid, Spain.

More than 50 recent and future teachers participated in the event which allows the partnership to extend the Community of practice in Spain. There was representation also of the Bulgarian partners, who contributed to the training provision.

On 25th April 2025, the second training seminar with vocational teachers from 94 SU “Dimitar Strashimirov” Sofia was organised. The seminar was conducted by the experts from Bulgarian Inclusion Support Team – project partner.

The Handbook on coping strategies towards vocational students with mental disturbances was presented to the teachers as well as the participants discussed the status of the pilot sessions with students from 9th to 12th grade as well as they have exchanged practices and tips on pilot implementation thanks to the project results.

94 SU “Dimitar Strashimirov” as the project coordinator organised through 7 individual sessions an educational and awareness rising campaign with vocational students from 7th till 12 grade in the school. More than 140 students so far has discussed the issues related to resilience and prevention of mental health problems.

The team of our Spanish partner ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA, Madrid, Spain presented the project during “II International Congress for Education and Diversity – Education science for all, and with all” which was held on 4th and 5th April 2025 in Zaragoza, Spain. The event was relevant to meet with teachers and methodologists from all over Spain and to invite them to joing the Community of practice. Contacts have been made for the forthcoming microcredential training.

The partnership met during the physical meeting organised in Madrid, Spain on 27 and 28 March 2025. The meeting was hosted by the Spanish partner – ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA. The meeting was attended by representatives of both Bulgarian organisations 94 SU “Dimitar Strashimirov” Sofia (project coordinator) and Bulgarian Inclusion Support Team.

The partners discussed all project activities with regards to the development of the Microcredential teachers’ training on coping strategies and adaptive behaviour to students affected by psychological disorders. They have agreed on the final version of the handbook and discussed the piloting phase, which started already at the end of February 2025.

The educational videos to raise the awareness among students about their mental health and how and where to seek for support are already produced in English, Bulgarian and Spanish languages and the awareness campaign among vocational students aged 14-18 started in Bulgaria and Spain.

The partners discussed also the quality management and internal evaluation activities as well as shared realised dissemination activities done so far. The partners planned also common presentations at forthcoming congresses in Europe and Latin America as well as articles.

On 19 March 2025, the team of 94 School “Dimitar Strashimirov” Sofia organised an awareness rising campaign with the project videos was realised at High school „VLADIMIR DIMITROV – THE MASTER” in Kyustendil, Bulgaria. Around 20 students reviewed the promotional videos of the project (R2) and discussion about mental health prevention was elaborated.

On 18 March 2025, the team of 94 School “Dimitar Strashimirov” Sofia organised an awareness rising campaign with the project videos was realised at High School – „Evlogi  and Hristo Georgievi” in Karlovo, Bulgaria. Around 30 students reviewed the promotional videos of the project (R2) and discussion about mental health prevention was elaborated.

On 17 March 2025, the team of 94 School “Dimitar Strashimirov” Sofia organised an awareness rising campaign with the project videos was realised at High School „Alexander S. Popov” in Devin, Bulgaria. Around 30 students reviewed the promotional videos of the project (R2) and discussion about mental health prevention was elaborated.

The pilot trainings via microcredential course in Bulgaria is smoothly progressing. Another group of 60 teachers joined the Community of practice and will actively participate in the pilot trainings organised by Bulgarian Inclusion Support Team in Bulgaria. Shortly we will post a summary of their feedback.

Vídeo 1 La importancia de la salud mental para los jóvenes de 14 a 18 años

Vídeo 2: Entendiendo la depresión: prevención y su impacto en los jóvenes

Vídeo 3: Comprender los ataques de pánico y los trastornos de ansiedad y su impacto en los jóvenes

Vídeo 4: Comprender los trastornos alimentarios y su impacto en los jóvenes

Vídeo 5: Comprender el abuso de sustancias y su impacto en los jóvenes

Vídeo 6: ¿Cómo comprender el trastorno de autolesión no suicida y el trastorno de estrés postraumático y cómo pueden afectar su vida?

Vídeo 7: Vivir con trastorno dismórfico corporal: La historia de Barbie y Ken

Comunidad de práctica docente en Bulgaria y España

Si desea unirse a la comunidad de práctica, envíe su solicitud a:

España: pigutiez@gmail.com

94 School “Dimitar Strashimirov” Sofia (project coordinator of STOPSY) disseminated the project to the experts from the main publishing group of school handbooks in Bulgaria “Prosveta”. They have negotiated further promotion and exploitation of the project videos.

The project and its results were presented during International conference organised by National agency of Republic of North Macedonia. The conference was held in the period 5-7.03.2025 in Ohrid. The aim of the event was to bring together teachers, career and pedagogical counselors from across the educational spectrum — from primary education to universities — who are actively working on issues of career guidance, inclusion and psychological support of vulnerable groups in the educational process.

Possible exploitation of the project results was negotiated with vocational schools in Bitola, Shtip, Skopie, Prilep and Tetovo.

The awareness wareness campaign among vocational students between 14-18 years old about prevention of psychological disturbances and mental health wellbeing successfully is implemented in Bulgaria. Teachers of 94 SU “Dimitar Strashimirov” are organising series of workshops with their students to discuss different key topics related to prevention of psychological disturbances such as panik attacks, depression, dysmorphia, eating disorders as well as the bad effect of drugs and substances. Students expressed their interest on these hot topics and discussed with teachers, school principal and pedagogical counsellor on prevention and mitigation strategies.

The project videos were disseminated during Student parliament meeting, which was held in Sofia – 04.03.2025. Representatives by the project coordinator 94 SU “Dimitar Strashimirov” Sofia presented all 7 videos among participating students.

On 27 February 2025, the Microcredential teachers’ training course on coping strategies and adaptive behaviour to students affected by psychological disorders was launched at 94 SU “Dimitar Strashimirov”.

The training session was opened by the Project coordinator Mrs. Lidiya Yarnova – the Principal of the 94 SU together with the Mrs. Penka Nikolova – Project manager at the 94 SU.

The event was moderated by Mr. Andrean Lazarov from the Bulgarian Inclusion Support Team. He presented the 7 educational videos to the teachers and discussed with them possible educational strategies, which they can implement if they suspect potential psychological symptoms of vocational students, which may lead to potential dropout, which must be avoided.

It was agreed that in the period March – May, teachers will organise awareness rising campaign with students from 7th to 12th grade to discuss psychological disturbances and their prevention.

• Резултат 2: Образователни видеоклипове за повишаване на осведомеността на учениците относно тяхното психично здраве и как и къде да потърсят подкрепа

Видео 1: Значението на психичното здраве за младите хора на възраст между 14 и 18 години

Видео 2: Какво представлява депресията? Как да се предпазим и какво въздействие има тя върху младите хора?

Видео 3: Разбиране на пристъпите на паник атаки и тревожни разстройства при млади хора

Видео 4: Разбиране на хранителните разстройства и тяхното въздействие върху младите хора

Видео 5: Как злоупотребата със забранени вещества може да въздейства пагубно върху младите хора?

Видео 6: Как да не се самонараняваме и как да се справим с посттравматично стресово разстройство?

Видео 7: Живот с Дисморфофобия: Историята на Барби и Кен

Ако имате желание да се включите в учителската ни общност, където обменяме информация, съвети и добри практики, моля изпратете имейл до: info@inclusionteam.org

We are glad to inform you that our project consortium developed 7 educative videos, which are dedicated to vocational students aged 14-18. They aim to raise the awareness towards different aspects of mental health resilience such as:

Video 1 The importance of the mental health for young people aged 14-18

Video 2: Understanding Depression: prevention and its impact on young people

Video 3: Understanding panic attacks and anxiety disorders and their impact on young people

Video 4: Understanding Eating disorders and their impact on young people

Video 5: Understanding substance abuse and its impact on young people

Video 6: Understanding Non-suicidal self-injuty disorder & Post-traumatic stress disorder and how they can impact your life?

Video 7: Living with Body Dysmporphic disorder: The story of Barbie and Ken

You may see them if you visit our YouTube channel via: https://www.youtube.com/@STOPSY_PROJECT

They are also available at this website in subpage “PROJECT RESULTS”

The project was presented during the III International Congress: Humanities and Knowledge (ICON-huma 2024), which was held on 28-29 November 2024 in Alicante, Spain. The team of project partner ASOCIACIÓN MADRILEÑA DE PROFESIONALES DE LA ATENCIÓN TEMPRANA, Madrid, Spain presented the project concept and expected results as well as invited the participants to join the Community of practice.

The official start of the Community of practice in Bulgaria was initiated by Mrs. Penka Nikolova – Project manager on behalf of 94 SU “Dimitar Strashimirov”. More than 50 teachers participated during the event and expressed their wish to join the community as well as to participate in the forthcoming microcredential training.

Our project officially started on 1st October 2024 thanks to the signed grant agreement with the Human Resources Development Centre – the Bulgarian National Agency of Erasmus+ programme.