nteractive Groups (IGs), Dialogical Literary Gatherings (DLGs) and the Model of Conflict Prevention and Resolution were implemented weekly in the school. 300 students (aged 5 to 11 years old) and 20 teachers were involved.
The most important impact of the implementation has been the safer and calmer environment in school that in turn contributes to a positive learning atmosphere. All children have reported a high sense of belonging in school and treat each other equally. Children can identify and isolate behaviours that they don’t like. There is little cultural conflict, and no one is alone in the classroom.
Teachers point out the need to keep improving egalitarian dialogue and participation in the Successful Educational Actions (SEAs) of all children regardless of their academic skills and development.
It would be useful to have more exchange mechanisms with teachers from other schools.