IG consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. IG has two adult profiles involved in learning processes: teachers and volunteers. Volunteers are often family and community members -including illiterate persons or those with very low educational levels, former students, volunteer university students and other adults from community organisations. Volunteer as adult facilitator oversees promoting interaction among the students and …
Successful Educational Actions
Successful Educational Actions (SEAs) are those actions that have been shown to improve academic success and social cohesion in any context in which they are implemented.
Principles of Successful Educational Actions
Mixture, Streaming and Inclusion are the three main types of classroom arrangements that have been identified as a result of a review of systems and practices across Europe through the European INCLUDE-ED project (Flecha, 2015). This understanding allows us to distinguish successful from unsuccessful educational actions.
SEAs are characterised by reorganising existing resources in the school and community to promote the academic improvement of all students, rather than segregating some students on the basis of their levels. There are six SEAs which are explained below.
The following text has been taken from a description of Successful Educational Actions (SEAs) in the ‘Learning Communities’ project – see this link for more detail.
SEAs are transferable to different countries and to many environments because they contain universal components.
This approach is particularly relevant for working with people from marginalised groups, whose voices are often absent from research and policy debates.
Based on Dialogic Learning
Based on the principles of dialogical learning, SEAs are used in more than 15,000 centres around the world and have proven effective in a wide variety of contexts, with groups of all ages and in difficult social and economic circumstances.
Categories of Successful Educational Actions
The Dialogic Literary Gatherings (DLG) are the most common and are dialogical reading activities based on two principles: using texts from classical world literature (such as Romeo and Juliet, The Odyssey or Don Quixote, for example) and sharing meanings, interpretations and reflections based on the principles of the dialogic learning approach.
Family education means opening the school to families in order to improve their instrumental education. The educational centres’ training offer is open not only to students and teachers, but also to families. Family education is based on training in successful actions and responds to the interests and needs of families.
The programmes and contents of the family training are decided by the families themselves and the community, so that the programme responds directly to their needs and interests, based on the principles of the dialogic learning approach.
This is realised in a variety of ways:
(a) Dialogic reading
More spaces for reading and writing at more times and with more people. In the classroom (interactive groups, shared reading…), in the centre (tutored library, study rooms, tutored digital classrooms…) and in the community (family training, reading at home…), the practice of dialogic reading is carried out in a more diversified, shared and coordinated way between the educational centre, families and the educational community in general.
(b) Extension of Learning Time
This offers additional learning opportunities for learners to benefit from Successful Educational Actions, such as DLGs or, for example, Tutored Libraries where learners do school work and can get answers to any questions they may have about it. This accelerates learning for all learners and at the same time offers additional support for less able or disadvantaged learners.
(c) Mixed Working Commissions
The families and the community collaborate directly with the teaching staff in the organisation of the educational centre through the mixed commissions made up of teachers, students, volunteers and/or other educational professionals (integrating the diversity of profiles that make up the educational community). These commissions are responsible for carrying out the transformations towards the successful actions that the centre has set out to develop. Some possible mixed committees include: voluntary work, learning, communication, coexistence, etc.
This is a model for preventing and dealing with conflicts through egalitarian dialogue involving the whole community. In dealing with conflict, consensus among all parties involved, especially students, on the rules of coexistence takes centre stage, generating a dialogue shared by the entire community throughout the normative process (procedural ethics).
The dialogic model focuses on creating a better space for learning in schools that is free of violence from the outset, adopting a preventive approach to conflict. It is considered more effective for conflict prevention and resolution than disciplinary models (based on hierarchies and the role of an authority that maintains coexistence) and mediation models (based on the involvement of an “expert” who mediates between the parties according to established rules).
This action encourages teachers to learn from the research available from the international scientific community and to develop their knowledge of the best educational theories. Reading, researching and discussing Successful Educational Actions supported by the international scientific community and sharing knowledge through this space are the most common actions to acquire the best and most up-to-date knowledge.
Mental Health and Psychosocial Support
Mental Health and Psychosocial Support (MHPSS) includes any support internal or external to a community that aims to protect or promote psychosocial wellbeing and/or prevent or treat mental disorder.
Principles of Mental Health and Psychosocial Support
All people have mental health as it is part of our health and impacts how we feel, think, and behave. WHO (World Health Organization) recognizes that mental health is about a person’s sense of wellbeing, ability to cope with daily stresses, realise their full potential and be active members in their communities. Mental health is not static but exists on a continuum, where one can goes back and forth throughout life.
Psychosocial refers to the dynamic relationship between the psychological and social dimensions of a person, where the one influences the other. The psychological dimension includes emotional and thought processes, feelings and reactions. The social dimension includes relationships, family and community networks, social values and cultural practices. It is important to remember that what happens in one of these areas will affect aspects of the others. How we are feeling internally affects how we relate to the environment around us. Similarly, our traditions, customs and community affect how we feel.
Human Rights & Equity
Promote the human rights of all affected individuals, ensuring maximum fairness in the availability and accessibility of mental health and psychosocial supports for diverse demographic groups based on their identified needs.
Engage local affected populations extensively in the humanitarian response to enhance their resilience, foster a sense of ownership, and improve the quality, equity, and sustainability of the aid efforts.
Do no harm
Minimise potential harm by coordinating with others, designing informed interventions, committing to evaluation and external review, cultivating cultural competence, staying updated on effective practices, and consistently reflecting on human rights and participatory approaches.
Building on available resources and capacities
Strengthen local capacities and resources to support mental health and psychosocial wellbeing, focusing on building both government and civil society capacities for sustainable, effective supports.
Integrated support systems
Integrate mental health and psychosocial support activities into wider systems such as community support mechanisms, formal/informal school systems, and general health and social services to enhance reach, sustainability, and de-stigmatisation.
Develop a layered system of complementary supports to cater to diverse needs, from basic services like food and shelter, to community and family supports, focused non-specialised supports, and specialised services for those with severe mental disorders and significant functional difficulties.
Recognise and promote the cultural diversity of all people while acknowledging and integrating overlapping intercultural and universal beliefs, values, and practices. Cultural awareness is included in project designs and creating an interactive space where all are able to learn from each other’s cultural groups while acknowledging cultural coping mechanisms and understanding of wellbeing.
This video with the linked worksheet offers an opportunity to learn more about the core principles of MHPSS and how it relates to the Educational sector.