The SUCRE project focuses on the response of the Universities to the academic needs of immigrant/refugees students and to the formation of Manuals of Field Testing (Handbook of Good Practices), through the development of training modules addressed to voluntary sector working in the field with the specific population. The negative effects of immigrants/refugees' status on the well-being of children and families are well delineated in the empirical and clinical literature (Hodes et al, 2008; Bronstein & Montgomery, 2011) and appear to accrue over time, partly in relation to experiences in their countries of origin, partly associated with the stresses of a difficult and dangerous journey to a country of refuge, and finally in relation to the uncertainties of waiting for an asylum claim to be settled, and finding ways of surviving in a new environment (Block et al.,2012). With regard to higher education, Article VII of the Lisbon Convention obliges State Parties “to take all feasible and reasonable steps to develop procedures designed to assess fairly and expeditiously whether refugees, displaced persons and persons in a refugee-like situation fulfil the relevant requirements for access to higher education, further higher education programmes or employment activities, even in cases in which the qualifications obtained in one of the Parties cannot be proven through documentary evidence.” The participating Universities are called to respond adequately and to the migrants' /refugees' academic needs and training leading to adequate legal/health and psychosocial support. The Universities will explore in depth the level of provision and appropriateness of their academic services to immigrant/refugee students and their strengths and barriers for developing collaborative support services with voluntary sectors/municipalities working in the field, already presenting high levels of solidarity and humanitarian values, with specific reference to legal/health and psychosocial support. The objectives of the SUCRE project is twofold: a) it investigates how Higher Education can work with communities to facilitate tertiary pathways for refugee students/scholars. The universities need to develop specific policies regarding support for refugee background students/scholars, establishing a repository of best practice strategies for this specific cohort of them in transitioning from community to university. This objective will be led by the Universities of Cologne and Amsterdam due to their expertise and will be tested out in all participant Universities b) it will explore the role played by Higher Education Institutions in collaboration with municipal authorities and voluntary sector organizations for providing training opportunities for advocacy support and for front-line services to immigrant/refugee children/young people and families where there are safeguarding concerns in the field of legal, health and psychosocial framework. The Aristotle University of Thessaloniki, Greece will be responsible in collaboration with the Greek Council for Refugees for the current objective, given the fact that they are in the front line of refugees’ reception. In sum, the project will seek to identify the challenges and barriers facing the Universities, in terms of facilitating immigrants/refugees’ access to the Tertiary Education and developing, and testing out adequate and culturally aware legal, health and psychosocial training services to immigrant/refugee children/young people and their families. In terms of the activities proposed, the Universities will a) map out the needs and resources of all involved, through the use of participatory methods b) develop appropriate modules c) lead a training workshop for testing out modules d) carry out ongoing evaluation and quality control e) develop Manuals of Field Testing (Handbooks of Good Practices).The integration of comparative concepts in the development of module, the training and the supervision of community outreach workers and volunteers will lead to European best policies and practices. In terms of the methodology to be used, Rights-based, Community-based and Participatory Approaches (according to the UNHCR) will ensure that refugees and other persons of concern, are involved in all stages of design and implementation of the SUCRE project activities. The participatory approach will link refugee participation to program design and feedback and a community-based approach recognizes the resilience, capacities, and resources of the refugees. The rights-based approach will be embedded seeking to redress discriminatory practices and unjust distributions of power that impede development progress. In terms of the expected results and short and long term benefits, both immigrants’ and community's resources will build resilience, provide/enhance knowledge of existing resources of reception communities and will raise awareness of all involved of the needs of immigrants/refugees.