BACKGROUND; Until recently, societal interest in looks has been considered largely benign, however, debilitating levels of appearance dissatisfaction are now normative in resource-rich nations, with extensive and damaging impacts on physical and psychological health (Nichola Rumsey 2012). Although there are examples of research and activism in the field in Europe, many researchers work in isolation, diluting the potential impact of their work. Europe currently lacks a harmonised approach to establishing levels of appearance-related distress, the impacts on key areas of living and to the systematic evaluation of interventions currently being implemented within and beyond Europe. In a recent study, 1 in 3 of a sample of 950 adults reported that they would trade at least a year of their life if it meant they could achieve their ideal body weight and shape (Diedrichs et al, 2011a), Research indicates that 70% of adolescent girls and 50% of boys want to change their body shape (Diedrichs &Paraskeva, 2011) and in a study of 77,000 UK adults, 60% reported feeling ashamed of how they look, and 73% felt pressure from the media to have a prefect body (Diedrichs 2011b). Restrictive eating is associated with a range of detrimental cognitive effects, including decreased attention-span and memory. Students with lower grades are more likely to report that body image concerns interfered with their academic performance (Yanover & Thompson, 2008). This Action will increase staff competence in participating institutions and beyond, and will forge crucial links between researchers, education staff and policy makers, offering the potential for significant benefits to the Europeans adversely affected by these issues and who are unable to enter the job market. OBJECTIVES; The project will provide the opportunity to increase, co-ordinate and harmonise in this field across Europe, increase scientific understanding and awareness in researchers, practitioners and policy makers about the impact of appearance dissatisfaction in education. The aim is to let education staff develop their competence in the field by job shadowing, teaching assignments, course participation and reflection. PARTICIPANTS; Researchers, education staff(teachers, social workers, school leaders, special needs teachers, guidance counsellors) managers, policy makers and adult learners. The number of direct participants in the mobilities is foreseen to be 25 from RSBDF. Over 100 in total. ACTIVITIES; Job shadowing, teaching assignments abroad, course participation, reflection sessions, METHODOLOGY; Job shadowing, course participation, reflection sessions, teaching assignments, presentations, school visits, case studies, workshops RESULTS/IMPACT; *At institutional level the mobility will create a new paradigm for organisational effectiveness, one that incorporates an unrestrained committment to internationalisation in general and Europeanisation in particular *The mobilities will attract to Erasmus + people who had never previously been involved in such activities. At the same time it will sustain the commitment and support of substantial numbers who have previously participated in LLP programmes. *A ‘multiplier effect’ where participants encourage others to pursue mobility which creates a continuing demand and an impetus for new mobility activities within the organisation and it's collaborating networks *Exchange of best practice within organisations and at system levels, development of language, ICT and teamwork skills *Improvements in education and vocational education and training processes and methods. *Added value to the organisations concerned including additional commercial and revenue‐generating opportunities *Improved collaboration culture and assessment culture among teachers and staff in the organisation *Enhanced motivation and inspiration at a personal level and greater enthusiasm for teaching *Increased capacity and knowledge of self assessment and reflection as a tool for better student learning around their own practise *Exposure to practices in other countries and strengthening of a European dimension to their learning activities *The individuals who participate will have successfully increased and enlarged their personal and professional skills *The individuals who participate will gain invaluable intercultural awareness and higher levels of motivation and ambition. *Enhanced subsequent academic performance and increased motivation to learn POTENTIAL BENEFITS; *Enhanced student learning due to increased staff professionalism and motivation *Influx of new ideas to all participating organizations *Developing European contacts and enhance PR for ERASMUS+ and participating organisations *Reinforcing the link between education and training and employment needs *Contributing to lowering the unemployment rate by giving better trainings *Sustainability of project outputs