Pupils Mobility

EEB4 Pupils Shine During Erasmus+ Mobility in Karlsruhe

From June 17 to 21, 2024, 50 pupils aged 12 to 15 from the European School of Brussels IV (EEB4) took part in an exciting Erasmus+ mobility hosted by the European School of Karlsruhe in Germany. Representing six language sections, the pupils participated in a vibrant international programme focused on creativity, cooperation, and European values.

Throughout the week, pupils took part in interactive workshops, explored eco-sustainability, enhanced their digital skills, and reflected on well-being and inclusion. They were encouraged to express themselves through creative activities, including visual arts, collaborative projects, and music performances. One of the highlights was a pupil-led concert, showcasing their musical talents and celebrating cultural diversity.

The programme fostered critical thinking, team spirit, and allowed pupils to develop their talents in a supportive, multilingual environment. Daily opportunities to communicate in foreign languages also strengthened their confidence and communication skills.

Accompanied by six teachers, the experience also offered staff valuable insights into international teaching practices and strengthened connections between the two schools.

Overall, this mobility was a joyful and enriching experience, helping pupils grow as creative, confident, and globally minded young Europeans.

Courses and Training Mobility

Teachers Embrace Lifelong Learning Across Europe

This year, ten teachers and Erasmus+ coordinators from the European School of Brussels IV took part in a series of professional development training courses across Europe as part of the school’s ongoing Erasmus+ accreditation. These international learning experiences empowered our staff to gain fresh insights, expand their skills, and bring back valuable knowledge to enrich our school community.

The training courses, held in five different European cities, covered a diverse range of educational themes vital to modern teaching and pupil wellbeing.

In addition to the intensive training programmes, participants enjoyed a variety of cultural visits and local experiences, creating meaningful connections with fellow educators from across Europe and gaining a broader understanding of educational practices in other countries.

This Erasmus+ experience was not only professionally enriching but also personally inspiring. The participants returned with new ideas, strengthened motivation, and a renewed positive spirit, ready to apply what they’ve learned to support pupils and colleagues alike.

Job Shadowing Mobility

A week of learning, Sharing and Connection

A group of 11 teachers and management members from both the Nursery/Primary and Secondary cycles of EEB4, accompanied by the school director, took part in a valuable Erasmus+ job shadowing experience at LUX1, the oldest school in the European Schools system. This initiative was part of our continuous professional development and international cooperation strategy and offered a unique opportunity to observe, exchange, and reflect on educational practices.

Following a well-prepared and diverse programme, participants were welcomed warmly by LUX1 and engaged in a wide range of activities throughout the week. Sessions covered topics such as well-being projects, career guidance, support structures, arts integration, digital coordination, KiVa implementation, and transition-planning between primary and secondary cycles. Colleagues also observed lessons, participated in management and pedagogical meetings, and visited both the school’s Nursery–Primary and Secondary cycles. These activities allowed for meaningful dialogue and insight into how key areas such as timetabling, replacement policy, and educational support are approached in another European School.

Invited Experts

Fostering Well-being and Motivation: Expert-Led Erasmus+ Training at EEB4

The school has hosted a series of impactful training sessions aimed at supporting both pupil well-being and teacher development. Through a combination of expert-led workshops and practical learning experiences, the school community has strengthened its focus on creating a positive, inclusive, and supportive educational environment.

The first round of sessions took place during the Pedagogical Day in November, where teachers had the opportunity to work with an expert in executive education- Grete Arro. These sessions explored how to better support pupils’ development across primary and secondary levels. For secondary teachers, the focus was on Supporting Autonomous Motivation, offering methods to foster a classroom atmosphere that encourages pupils to become self-motivated learners. Emphasis was placed on understanding and addressing pupils’ basic psychological needs to enhance their intrinsic motivation and engagement.

Meanwhile, primary teachers participated in workshops on Building Executive Function Skills, where they acquired practical tools to support pupils’ self-regulation, focus, and socio-emotional growth. The sessions were interactive and allowed educators to apply new strategies in realistic teaching scenarios, contributing to pupils’ overall life skills. The day concluded with a reflective session, giving teachers the opportunity to consolidate their learning and consider how to incorporate new techniques into their classrooms. This training strongly aligned with EEB4’s commitment to professional growth and pupil well-being.

The second highlight of the year came in June, with two full days dedicated to Mindfulness and Emotional Resilience. On June 18th and 19th, the school hosted eighteen mindfulness sessions led by experts Christiaan Neeteson and Indy Thijn. These sessions were attended by S1 to S3 pupils, alongside teachers and educational advisors. The workshops offered valuable tools for stress management, emotional awareness, and cultivating a sense of calm and focus within the school setting.

Participants learned simple, practical techniques to manage daily stress, increase resilience, and promote well-being—skills that are increasingly essential in both academic and personal life. The sessions were met with enthusiasm and positive feedback from both pupils and staff, who appreciated the chance to slow down, reflect, and gain meaningful tools to support mental and emotional health.

To support continued practice, the experts provided resources that can be used at home or in the classroom. These materials are available here.