Traditionally, schools are centers of knowledge that are almost exclusively focused on their own organization. They are in the middle of a community but have little or no contact with it. If there are contacts, this is almost exclusively a request to society for support. But to be able to manage the current problems in a complex society, intensive cooperation is necessary based on equality and reciprocity. The school that is the project coordinator wants to integrate into the local neighborhood and is looking for intensive forms of cooperation. For this she has sought European partners. By organizing projects for and with the neighborhood, the partners want to strengthen the neighborhood as well as making themselves stronger. The partner schools, all primary schools, see the pupil population becoming increasingly diverse and they experience that the number of pupils from less fortunate families is becoming significant. All partner schools are aware of the impact of the socio-economical situation in the local community for the results of their pupils. That is why they have already taken initiatives and can be described as community schools. The community school is a definition for a school that establishes partnerships with the local community with the aim of strengthening the development of the students. But the partner schools in this project have the need to go a step further. They want to become a Neighborhood-Engaged School. This is a school that not only cooperates with organizations in the school environment, but is actively involved in the development of the school neighborhood or the local community. Because of their mission, schools are centers of knowledge, creativity, entrepreneurship, etc. A school has the potential to have a significant social impact on the neighborhood and the municipality. Neighborhood-Engaged Schools, together with associations, local authorities and businesses, can be the engine for the socio-economic and cultural development of a neighborhood or local community.