Teachers, municipalities and families were insufficiently prepared to the conditions of distance learning. Due to inadequate digital equipment, unreliable internet connections, untrained or ill-prepared teachers and lack of communication between all education actors, the right to a fair and inclusive education has been undermined and deeply challenged. Data published by UNICEF in August 2020 show that globally 31% of students and families have not been reached during lockdown and that institutional response has been often hectic. Even before the pandemics, as was already shown in the 2nd Survey of Schools ICT in Education published by the European Commission survey in 2019, schools and especially primary schools were having tremendous difficulty in integrating digital technology; difficulties which have been aggravated by the sudden and unprepared switch to full distance learning. This switch has had a tremendous impact on primary school pupils and their families who are less equipped.The target groups for our project are education staff (teachers and administration), pupils and their families, municipalities and the local councils which supervise primary school policies. We anticipate that at least 10,000 participants will be able to gain either directly or indirectly from this project through engagement, networking and dissemination activities. For our three target groups and in line with the Digital Education Action Plan intended for the period 2021-2027, our objectives which are relevant for this Erasmus+ Key Action 2 are as follows: * provide direct training to 72 teachers on digital competences (LTT activities) in program year 1. * ensure that 36 of the 72 trained teachers offer trainings to their local colleagues by the end of program year 2. * create distance learning resources (a minimum of 120 free ready-made lesson plans and activities) for primary school teachers and students in eight languages (each partner’s language with an English translation). * create a series of documents on the sociological and psychological aspects of distance learning for primary school staff, families and municipalities. * create an offline/online platform hosting all the documents cited above. * reduce risk of early school leaving due to distance learning by 10% on a local level and if possible on a regional level. * provide in all participating cities a space in which students and families can have access to internet connection and IT tools.