The GRIT-project is an innovation project with a focus on school education that aims at reducing early school leaving. It is situated in the following 5 European countries: Belgium (Karel de Grote University College), France (IRIV Conseil), the Netherlands (University of applied sciences Rotterdam, WDKA), Portugal (ISCTE- Insituto Universitario de Lisboa), Poland (University of Warsaw)). The concept of ‘growth mindset’ is central in the project. A growth mindset is a conviction that intelligence – and more broadly talent – is not a fixed personal characteristic, but that intelligence and talent are malleable. Repeated empirical educational research has demonstrated how important students beliefs´ are in order to be successful at school. Students are often threathened by low self esteem or do not feel prompted to envision success at school for themselves. In particular the role of a growth mindset seems to be beneficial for target groups of students who are at risk of academic failure. In this project we focus at students in sensitive urban areas. Urban areas are particularly sensitive to problems which lead to academic failure. Through developing the growh mindset of students at risk we aim at fostering their success at school. Moreover, we aim to enable teachers to develop students´ growth mindsets. Even though the importance of 'growth mindset' is academically widely recognized, the practice of developing students' growth mindset is relatively new in Europe. In particular the role of teachers in developing students' growth mindset needs carefully designed programs. To do so the GRIT-project aims at designing five intellectual output. Each of them developed by another participating partners. The Netherlands IO1: A toolkit for teachers to practice growth mindset in order to develop their students' growth. Belgium IO2: A guideline (protocol) for teachers to increase students’ resilience based on a testing of the toolkit (IO1) using the ‘growth mindset approach’. Poland IO3: A hands-on training for educators to learn this pedagogical & innovative approach to enrich their professional practice. Portugal IO4: A guideline (protocol) - based on tests of the training - to teach teams of educational professionals how to implement the 'growth mindset approach'. France IO5: An e-book for different stakeholders involved in the struggle against early school leaving (ESL)– in order to explain the GRIT approach to educational professionals (micro-, meso- and macro-level) and to reflect on its potential to fight ESL. The GRIT-project started in September 2018 and ended in June 2021. The Belgium team coordinated the project, assisted by IRIV (France). The project was written and will be developed in a collaborative spirit in which the partners each represent a mutual added value for each other. The team exists of partners which all have important previous experiences upon which we want to build to successfully accomplish the project. These previous experiences consist (among others) of: growth mindset interventions, individualized learning trajectories, work in sensitive urban areas, talent development in non-academic topics, intensive in-service teacher training programs, non-formal and informal learning, structural educational reform planning,… Each intellectual output has been developed by one of the project partners. Then the outputs were tested and subsequently further amended by all project partners. Three transnational project meetings and two international training actvitites were organised to foster this collaborative process. Moreover a collaborative platform Dropbox was used to share documents, and Zoom video conferences were used to discuss among all partners in between these project meetings and training activities. This methodology aims at validating the developed approach in order to be applicable in all participating countries and abroad. The results of the GRIT-project will be disseminated in multiple ways. In each country multipliers events will take place in order to disseminate the results of the project to all targets groups (individual educational professionals, school management and teacher educators, educational policy makers and relevant stakeholders).