The project aims to improve the COHESION of students with neurological disorders and traumas in the working system, by
raising awareness of work based organizations about the issue through the provision of targeted training and by supporting vulnerable students in their process toward employment.

The expected impact of the project is a change in the system so that the involvement of workers with neurological disorders will be not left to the spontaneous initiative of a few positive business realities but it will become a praxis incentivized by training activities able to help to catch opportunities and advantages as well as to manage issues in a simple way.Vulnerable students do not just need a job; they need the right job.

COHESION project not only contributes to social inclusion, but also tackles such aspects of social boundaries people with
disorders face on everyday basics, as:
1) Health problems: neurological disorder are qualified in the ICD coding
2) Discrimination & lack of education opportunities: People with neurological disorders face educational difficulties, mostly resulting from an educational system which creates structural limitations to people with autism, who sometimes cannot attend the public schools due to health problems. People with autism are a target of discriminations linked to their disability (disorder), and other intersectional factors.
3) Social & economic barriers: People with neurological disorders are prone to limited social competences, they are often considered as anti-social. People with disorders are coming from low income households and are dependent on the social welfare system, in long-term unemployment with fewer opportunities to find a decent job. The final objective is to increase the number of cohesive organizations, engaged in a relevant corporate social responsibility initiative.

A main goal of COHESION project is to spread a culture and a practice for the implementation of inclusion systems for diverse workers (European vulnerable students, refugees, migrants, third country nationals) based on the enhancement and valorization of their abilities and adult education. Students with neurological disorders tend to be comfortable in the workplace when rules, routines and schedules are adhered to, and can become uncomfortable or distressed when they are broken, disrupted or changed by employers without specific knowledge.