Reciprocal family-school relationships, staff selection, training, and support, as well as a strong institutional equity culture are important conditions to promote inclusiveness and belongingness in early childhood education and primary school.

This is one of the central conclusions of the new ISOTIS REPORT on promising interventions tackling educational inequalities through curriculum, classroom practices, and/or school social climate. The interventions studied by our team were being conducted in: England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.

The report was edited by ISOTIS researchers Cecília Aguiar and Carla Silva (ISCTE-IUL).

Click here and read the full report