Those participating in the Erasmus+ project titled “HandWritingTutorials: Practical modules for promoting writing skills in schools and in transition from kindergarten to school” included professionals from the teaching profession, researchers in applied education and regional school administrators from Germany, Austria and Italy. Participants brought a high degree of enthusiasm and interest into the project aiming to discover sustainable methods of advancing handwriting skills, as they all share similar challenges in their respective countries. During the project, interviews were held with 56 qualified educators. In addition, 292 teachers were surveyed online, confirming the urgent need for action.The fundamental significance of successful motor skill development required for writing are not to be underestimated, particularly in the first years of schooling. With increasing motoric ability, school children are better able to focus on cognitive processes, leading to better spelling, retention and reading skills. Motor skills related to writing are ideally already acquired during preschool.For quite some time, teachers have no longer been sufficiently trained during their studies or continuing education courses to help students acquire adequate writing skills. Many educators feel inadequately prepared to teach handwriting skills. In addition, many children find writing increasingly challenging, and often aren’t able to write longer than 30 minutes without difficulty. They become disadvantaged learners, as sufficient writing skills play a central role in acquiring the competencies needed for life-long learning and participation in society. The initial goal of the Handwriting Tutorials Project was to bring to attention at the European level the importance of acquiring handwriting skills. Educators and educational policy makers were to be made more aware of the relevance of good handwriting ability as a key life skill generally related to obtaining a good education, but also particularly for obtaining verbal skills based on the written language. The success of various regional and national measures was tracked by participants in various contexts: e.g. administrative task forces, university seminars, at-home learning during the Corona lockdown, special projects like “Handwriting Day”, additionally recruited project supporters and the like.In addition, the project developed 12 innovative, field-tested handouts for educators in schools and preschools. The didactic methods for advancing handwriting skills described in the handouts were based on current results of motoric, verbal and neuroscientific research. The surveys taken in preschools and schools (with 20 educators each) revealed that the handouts were practical and user-friendly and that relevant topics were addressed.Another feature of the project was the production of 34 video tutorials that target various groups: the introductory video “Writing to Success!” aims to aware parents, educational policy makers and the public in general of the issue. The animation tutorial “what is happening in the brain while writing by hand” is appropriate for children. 32 additional video tutorials demonstrate the implementation of the exercises introduced in the handouts, enabling elementary and preschool educators to better develop children’s handwriting abilities (or laying the basics for these abilities) and giving them strategies for assisting children who are having difficulties in writing. While these videos primarily target educators, they were also designed to be used as a tool for home-schooling throughout the Corona lockdowns.During the project, 67 were trained to hold further continuing education courses in participating regions on the topic. Practical materials and research results related to handwriting are presented in the seminar, leading to better teaching skills. The evaluations of the courses given by participating teachers were very positive, especially relating to practical implementation and intense discourse during the seminars.The project contributes to achieving the goals as stated in Europe 2020 Strategy by focusing on giving all children adequate writing skills. In the long-term, this prevents students from leaving school before they graduate. It enables educators to excel and it promotes the cooperation of regional educational authorities between European countries. The European Commission proposed in 2018 that specially trained educators could play a role in preventing children’s deficiencies in reading and writing at the earliest stages. This is exactly what this project aims to accomplish.In addition, the results of the project are being included in a follow-up Erasmus+ Project. The project “Writing Motor Skills: Certification of Schools” further builds on the Handwriting Tutorials, is however a more comprehensive undertaking (e.g. involving school development, diversity). The materials resulting from the Handwriting Tutorials serve as the basis of further project development.

"The project ""Writing Motor Skills: Certification of Schools"" (Zertifikat Schreibmotorik-Schule: ZSS) faces the current problems with handwriting in Europe - as well as the lack of motor precursor skills in an extensive way. Neuroscientific studies from the USA, the UK and France show how important writing by hand is - even in a digital world. Schools in Europe should be given the opportunity to become certified in the field of writing motor skills in a sustainable way. In this way, they ensure in-house that they work out this complex topic systematically, and externally, a profiling in a relevant area of cultural and intellectual development becomes visible.As primary target groups, school management is involved. as representatives of school development and quality assurance, as well as pedagogical staff specialized in school subjects relevant for the motoric development of the child . They will be extensively trained. The importance of motor skills, rhythm, muscles and spatial / three-dimensional orientation for the writing process is taken into account in the Project.Secondary target groups are pupils in their increasing heterogeneity. The individuality of the support refers to both fine/coarse motor deficits as well as corresponding talents and the range of previous writing experiences (e.g. migration). A toolbox for assessing the individual progress does not exist yet, it will be developed in the ZSS project. Parents, as indispensable learning partners , as well as relevant committees and experts in the context of the school, will also be involved.Outputs are a writing motor skills certification manual for schools, extensive training and training material for teachers and other pedagogical staff in schools for the subject-related and individualised promotion of pupils, a toolbox of resource and a progress assessment tool, supporting material for parents, a target-group-specific digital learning, assessment and process support environment, and a comprehensive experience report on the pilot certifications to support certification decisions of schools and to foster the sustainability of the project activities.The project is innovative in many cases: the topic, the corresponding certification, the consideration of all relevant school subjects and of the entire diversity spectrum of the children, as well as the digital support of all learning activities and of the certification processes.Sustainability is continuously considered and is ideally ensured by the syndicated involvement of school authorities, which have an intrinsic interest in the results and are ""pushers"" of school certification processes."