Context/ 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). Objectives: The HEAL (Help to understand the Educational impact of Appearance dissatisfaction in relation to Learning) project shall increase staff competence in participating institutions and beyond, 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. The project shall 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. Participants: Researchers, education staff (teachers, social workers, school leaders, special needs teachers, guidance counsellors), managers. On behalf of our organisation, five representatives went on mobilities to Norway, Portugal or the UK. Activities: During those mobilities the following activities were organised: Job shadowing, teaching assignments, course participation, reflection sessions, presentations on practices in regards to helping find out and overcome appearance issues influencing education and its results. In between mobilities, regular exchange among project Partners on project matters, as well as dissemination activities towards target groups were organised to help transfer lessons learnt and ideas generated for innovative approaches and practices. Results/Impact: *At our instituion the mobilities have helped create a higher committment to internationalisation in general and Europeanisation in particular amongst participants *Exchange of best practice within organisations has already helped in adapting processes and methods in education and vocational education/ training services; moreover, it shall help open additional commercial and revenue‐generating opportunities in the near future. *Some improvement of language, ICT and teamworking, as well as intercultural skills have been noticed *With partner organisations, we have strengthened our contacts, collaboration among teachers and other staff *Enhanced subsequent academic performance and increased motivation to learn are expected to be noticed in the near future *One main relevant long-term benefit more will be enhanced retention of concerned learners in education