ET 2020 objectives include a renewed target of reducing ESL to less than 10% by 2020. While ESL causes may diverge from one community to another some key factors emerge as significant going well beyond learner school performance: socio-economic issues, parental educational levels, attitudes towards education, social exclusion particularly for migrants, poor understanding of school curricula, insufficient training of teachers, quality of learner-parent-teacher communication, etc. The above show that school is a community that involves not only teachers and learners, but also parents, extended families, and others. Studies show that ESL causes can be identified as early as in pre-school, although symptoms are manifested much later.LINC will develop early and continuous interventions and a holistic, inclusive ESL prevention approach that starts in primary school and follows learners through lower secondary education. The intervention will target the school community as a whole strengthening the social networks that can support children achieve excellence in learning. LINC will support teachers, learners, and parents to prevent ESL well before it becomes a visible risk for particular students. Special attention will be paid to the needs of migrant learners and their families aiming at their effective integration.LINC will develop: a) analysis of the factors affecting ESL in Europe b) experiential, community-building learning approaches that support learners, parents, and teachers in connecting school to real life c) on-line communities, end-to-end learning activities, and awareness raising content that enhance learner-parent-teacher engagement and collaboration d) capacity-building material that empowers teachers to address holistically the needs of learners and their families f) strategies for the wide adoption of the proposed learning interventions into school structures. Activities will be validated in Greece, Sweden, France, and the Czech Republic.