Inclusion of young newcomers.The excisting school system is under pressure from increased numbers of newcomers mainly because of the political situation. Schools have a limited knowledge on skills, capacity and development of the incoming students. This creates a risk that newly arrived do not take part in the ordinary school work, which leads to segregation. Teachers and guidance coaches lack of strategies and methods for support newcomers increase the problems of inclusion. The four partners from Helsingborg, Kent County, Antwerp and Brussels have agreed to act together in order to strengthen our organizations with competence to effectively support young newcomers to be included in education or training. The project focuses on four different perpectives. These are Mapping/Screening, Initial learning processes, Methodolgy/Tools and Guidance. Target groups are staff working "hands on", teachers, school leaders, counselors, support staff, teacher trainers, follow-up/career coaches, stakeholders and policymakers. Within the project we estimate to reach over 4000 people and with the extended dissemination activities many more. Today, the need to exchange and share experiences are crucial on these issues.The benefit of doing this in a European context is that the issue concerns most European countries with different cultural and educational approaches but the same challenges. Each within its context these approaches have their strengths and weaknesses. By comparing these experiences and approaches and learning from one another the partners each will be able to actively update the effectiveness of working processes. The project will arrange seven project meetings, four transnational training activities, sixteen local learning and dissemination events and two major dissemination conferences. Action learning will be the approach to all work. Action learning is a form of experiential learning and involves a systematic search for good action. A cyclical process of experiential learning consisting of four parts: plan, action, observation and reflection. Theory and practice must be linked together. The method "Dialogue Conference" will be used at project meetings, local learning/dissemination events and the final dissemination conferences. Documentation will be carried out by a reflective method and current research will be presented at the project meetings.The expected impact on participants is the gaining of new skills and knowledge leading to new methods in work with newly arrived students. The overall goal is that this expected impact ultimately will affect the newly arrived students ' opportunities for inclusive learning. At local level the teachers will get increased knowledge and methodology to be able to work in a multilingual environment. The student will as a consequence of this be more involved in the learning process. Within the regional network of municipalities the knowledge will reach out to more stakeholders with the same challenges. At national level we have noticed an increased interest in our work and with the knowledge from the project we can influence legislation and policy work. If this is the case we might also reach the European level with the outcomes of our project.The outcomes will be published on an open website guaranteed till 2020 where all results and reflections from the project's different activities will be highlighted in English and in some parts in all partner languages. Short instructional film clips of "best practice", links to websites useable for methodology, a collection of useable didactical and digital tools and presentations from research will also be included. This whole project proposal is about inclusive education in line with the Paris Declaration, to support projects involving refugees, asylum seekers and migrants and/or focusing on the topic of the refugees' crisis in Europe. The project also addresses five of the EU's eight key competences, communication in the mother tongue, communication in foreign languages, digital competence, learning to learn and social and civic competence.