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Practice User Registry

This section allows visitors to register child focused practices that they are developing or implementing in order to share knowledge with other users. These practices are posted here to promote information sharing and to support learning across the EU community of  policymakers and providers. A practice entered in this section will automatically be reviewed for inclusion in the Evidence-Based Practice section if the ‘evaluation references’ section below is completed. Additionally, we encourage users to notify us when a new evaluation is completed for a practice that is already listed in this user registry by sending an email to

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School Fruit Scheme Choose translations of the previous link 
United Kingdom, Czech Republic, Germany, Slovakia, Hungary, Poland, Malta, Spain, Cyprus, France, Italy, Denmark, Belgium, Slovenia, Netherlands, Estonia, Austria, Portugal, Latvia, Greece, Croatia, Bulgaria, Romania, Luxembourg, Lithuania, Ireland, 2012

This EU-wide voluntary scheme provides school children with fruit and vegetables, aiming thus to encourage good eating habits in young people. Besides providing fruit and vegetables the scheme requires participating Member States to set up strategies including educational and awareness-raising initiatives.

The ConRed cyberbullying prevention program Choose translations of the previous link 
Spain, 2012

An evaluation of the success of the evidence-based ConRed program, which addresses cyberbullying and other emerging problems linked with the use of the internet and seeks to promote a positive use of this new environment. The main aims of the ConRed program are a) to improve perceived control over in- formation on the internet, b) to reduce the time dedicated to digital device usage, and c) to prevent and reduce cyberbullying. The impact of the program was evaluated with a quasi-experimental design with a sample of 893 students (595 experimental and 298 control). The results of the mixed repeated measures ANOVAs demonstrate that ConRed contributes to reducing cyberbullying and cyber-dependence, to adjusting the perception of information control, and to in- creasing the perception of safety at school.

The ConRed program produces positive results with regard to the four involved roles in cyberbullying and other risk in the internet and social network. These results are consistent with those found in the intervention programs focused on traditional bullying because there is clearly more successful in reducing aspects of victimization (Ttofi & Farrington, 2011). Specifically, after the intervention program, cyber victims have lower level of cyber and traditional victimization and traditional bullying, in general, as well as less interpersonal addiction and lower perception of their personal information control on the internet.
However, this program obtained also a improvement in the rest of the implicated pupils in cyberbullying -aggressors, bully-victims and bystanders-. Aggressors boys are less implicated and have less levels of addiction to the internet. Bully-victims are less implicated in cyberbullying and traditional bullying a exception of traditional agression and have lower levels of interpersonal addiction to the internet. Finally, bystanders group also show improvements. They perceive less safety problems and peer negative interactions in their schools and they have lower levels of interpersonal addictions and perception of their personal information control on the internet.

These results show that the intervention from schools to reduce and prevent cyberbullying can improve in addition to victimization, as in traditional bullying prevention, aggression and Internet addiction. But it also affects the relationships in the school, students who are not involved in cyberbullying, perceived the school safer and with fewer problems after the intervention program. This is the action line of the Spanish educational administrations, who are driving this type of program in a general line of action: the convivencia and cyberconvivencia improvement (Ortega, Del Rey & Sánchez, 2011).
One important topic for future research and action will be an evaluation of the impact of the program once a certain period of time has elapsed. Accordingly, it would be necessary to verify if the positive effects of ConRed are long-lasting even when there is no ongoing intervention or if the benefits disappear gradually. It would be significant to confirm whether these positive effects remain when the program is implemented by the natural agents, the teachers, in which it could be considered a valid program for general use by schools (Ortega, Del Rey & Casas, in press).

Saluda - a programme to prevent drug consumption Choose translations of the previous link 
Spain, 2012

The Saluda programme focuses on the prevention of alcohol and other recreational drugs in the field of leisure. It was developed for students between 12 and 14 years old how have either not started consumption or are in the early stages, as it is framed within primary prevention programmes. It is a skill-development programme, and it is theoretically based on both the Social learning Model and the Theory of Reasoned Action. The objectives of the programme are to delay the age of the first alcohol consumption and to reduce the abuse of alcohol and other drugs, especially in the context of the weekend.

Code Club Choose translations of the previous link 
United Kingdom, 2012

Code Club is a nationwide network of free volunteer-led after-school coding clubs for children aged 9-11. The programme is run by a not-for-profit organisation also called 'The Code Club'.

The organisation creates projects for volunteers to teach at after school coding clubs or at non-school venues such as libraries. The projects teach children how to program by showing children how to make computer games, animations and websites. Code Club volunteers go to their local club for an hour a week and teach one project a week. Each term the students will progress and learn more whilst at the same time using their imaginations and making creative projects. Terms 1 & 2 use Scratch to teach the basics of programming. Term 3 teaches the basics of web development using HTML and CSS. Term 4 teaches Python and so on. The organisation have also created online training for our volunteers, to make sure they have all the info and know-how they need to run a successful Code Club.

Child Resto‚Äôs (Resto van Harte) Choose translations of the previous link 
Netherlands, 2012

Resto van Harte’s objective is to provide a place in the neighbourhood where people can meet to allow social inclusion. Resto van Harte is a non-governmental organization, which aims to give lonely people a possibility to escape from social exclusion by cooking and have dinner together in their neighbourhood. Resto van Harte has 34 locations in the Netherlands. The activities are intended for people in social exclusion, such as older people, stay at home parents, disabled people.
There are also locations of Resto van Harte where children can help make dinner. During the dinner, children learn more about things like sport, healthy food, how to use pocket money wisely, etc. The activities of Resto van Harte are aimed at children from low-income families and/or children who are socially excluded.