The Institute Cristofol Colon is a secondary education centre (Institute) located in the city of Barcelona, in the district of Sant Andreu district of Bon Pastor. It is an Institute that since 1996 belongs to the collective CAEPS (Centre with special attention) given the socio-economic characteristics of the neighbourhood. The singularity of the Institute is not possible to understand if it’s not taking in account this social, economic and cultural characteristics, since those are the main reason and determinates the degree of students attending school. These factors need new pedagogical strategies for the educational centres, to focus on the key points that lead youngsters to be in the future active citizens, active in the labour market, and to work on reduce the percentage of students not attending school. In Cristofol Colom secondary school the rate of absents is very high, just the 30% of the students registered attend school regularly. The European Council of Education established as benchmarks for Early School Leaving (ESL) to be under 10% by 2020 (Europe 2020 Strategy ). Since 2000, some progress has been made , but it has not been enough as to reach the reference’s EU point . In the majority of the country members of EU, migrants and youngsters from minority ethnic groups have taxes even worse than that, average in the EU , double of the youth from the first generation of migrant leave school early compared with their local peers (26% versus 13%), in Spain this rate reaches the 43% . These factors define population at a social risk of exclusion, and it is among this population that a larger number of migrants and ethnic minorities’ youngsters can be found. This population are the students registered in our centre. In these cases, cultural differences can be and additional factor responsible for the split between the School and the family. The Cristofol Colom secondary school applies to the training for education staff proposed by the FOTEL Project (Forum Theatre Against Early School Leaving) given the specificity of our educative centre we need educational staff with new pedagogical strategies from an intercultural vision and student centred pedagogical methodologies, to reduce the rate of Early School Leaving and the absenteeism in the centre. More than thirty years of research shows that the teacher in the classroom can make a significant difference for the students .Our professional experience as a centre of Secondary Education have inspired us to have a deep look on this problem and to develop a Training Plan for our team. To get to a programme that will combine the methodology of intercultural vision with the student centred pedagogical tools as strategy to improve quality, as well as a foster innovation to reduce the abandonment and the early school leaving, and to strengthen the professional profile of the professional teaching team of our school. We need an educational professional team that are trained in nonverbal and democratic pedagogical methodologies that can support students in: raising their self-esteem, to reflect about themselves, and to have plans for the future as Active Citizens. The participation in the training "Critical Incidents and Forum Theatre to reduce Early School Leaving, training for staff educational” in Budapest (Hungry) from 27 October to 1 November 2014 will help us to: • Teachers will strength their professional profile to conduct activities in their own school environment combining : o Factors of ESL. o Critical Incident methodology o Collected cases transformed to real life ESL situations in 5 different schools among the UE • Addressing the characteristics and regularities of intercultural situations; with methodological support to teachers as an improved way to operate toward their target group with more attractive programmes for students in line with their need and expectations. . • Forum Theatre methodology in schools to prevent and to reduce ESL among pupils, particularly those at risk of early school leaving with low basic skills; therefore they will have a tool they can use in conflict situations in the school. Teacher’s handbook with the exercises, videos and pedagogical propositions will be provided by FOTEL PROJECT. The impact anticipated for the participants of this Training Plan have improve their competences linked to their professional profiles: • Increase their capacity to trigger changes in terms of modernisation and international opening with their educational organizations. • Greater understanding and responsiveness to social, linguistic and cultural diversity. • Increase ability to address the needs of the disadvantaged. • Increase motivation and satisfaction in their daily work. • Better quality of their work and activities in favour of students.