WHAT IS
STALWARTS?

ALL ABOUT STALWARTS

The STALWARTS project aims to promote relational health in schools. The project will operate in 5 European countries: Estonia, Italy, Norway, Portugal, and the UK.

The universities and schools selected are diverse in terms of their locations in the European region, so that different contexts of learning are understood.

The teams identified are experienced in applying European-wide theoretical/methodological advances in the fields of Early leaving from Education and Training (ELET) and therapeutic practice.

Further, STALWARTS is a cross- sectoral project that involves a University and a school working in partnership together in each country. GAMUT is invited as partner because of their capacity to support training at supporting school “Hyssingen Produksjonskole”, and develop learning materials.
GAMUT also holds expertise relevant for the project related to the UN Child convention (UNCRC), and relational and emotional health.

STALWARTS builds upon the achievements of the current complementary LINK project (Learning in a New Key) through facilitating collaboration and learning between teachers and music and other creative arts therapists to support vulnerable young people in their transitions into learning.

The STALWARTS methodology is based on UNCRC principles that encourage teachers and therapists to investigate the impact of sensory, relational and participatory aspects of music and arts.

OBJECTIVES

The project aims to create an articulated, practical and European response to the needs identified. The regular transnational processes of the project are necessary to support the participants in working with the diverse skills and knowledge of others and in developing relational expertise.

The main objectives are:

1. To transform the learning experiences of the LINK project into commonly accredited professional programs of study that are recognized within the administrative systems of the 5 partner universities
   
   

2. To prepare music / arts-based therapists and trainers as teachers on these new programs of study in each of the participating countries
   
   

3. To engage teachers in classroom-based music and arts-based trainings that lead to their enrolment in these new accredited study programs as a means to tackling ELET
   
   

4. To develop more understanding of the links between theoretical and practical elements of arts-based therapeutic teaching practices - with particular reference to applicable neuroscience knowledge - and to the needs of young people with adverse childhood experiences
   
   

5. To support the teachers in the partner schools in developing collaborative new enquiries related to arts-based therapeutic teaching practices and neuroscience knowledge, contributing to elements of the new accredited professional programs of study
   
   

6. To develop materials about the relevance of the of arts-based therapeutic teaching practice interventions to the protection and participatory rights of young people living in the European region and to their continuing engagement in schooling and learning
   
   

7. To prepare reports on the impact of these various interventions and enquiries as essential reading material for the new programs of study
   
   

8. To recruit cohorts of teachers and other professionals as beneficiaries of the new accredited programs of study as a means to tackling ELET
   
   

9. To disseminate the findings of the project through Multiplier Events, Intellectual Outputs and publications that engage regional authorities and other trainers and teachers in providing such support for vulnerable young people in the wider European context
   
   

10. To accredit the learning of teachers and other professionals in the field of therapeutic teaching practice that sustains the learning of vulnerable young people

RELEVANCE

It is anticipated that STALWARTS main beneficiaries will be vulnerable young people from the ELET population. STALWARTS relevance can therefore be measured in relation to:

1. The quality of teaching and the competences of the teachers as determining factors in the contribution teachers can make to reducing ELET
   
   

2. Teachers need the skills and ability to work with other professions and partners to prevent ELET
   
   

3. Cooperation is particularly important in second chance education where learners often face multiple problems and require comprehensive support
   
   

4. Cooperation should be centered on schools. Their boundaries should be opened up to enable schools to include other professionals working as teams in efforts to reduce ELET

STALWARTS is funded by the European Commission and coordinated and led by Leslie Bunt, University of West England