Dialogic literary gatherings (DLGs) were implemented in two classes, one in literature teaching and one in English teaching. They read ‘Orlando furioso’ in literature and ‘The Canterville Ghost’ in English teaching. The students had some difficulty in reading because almost all of them do not read in their free time. Also, as the school curriculum is aimed at vocational training it provides little room for literature.

Impact and successes

DLGs have helped address very important issues from a social perspective such as drug use, racism, and economic hardship, and discussing them together is a tool they could still use to address challenges and fears.

From an academic point of view, no improvements occurred, but there has been from a relational one: they got to know each other better, and this also formed new bonds between students.

Lessons, learning and recommendations

There is a strong need for good communication. There are topics that children want to address within a safe space and they feel a sense of urgency to discuss these. 

Students with migration backgrounds, since they are few in number, felt even less part of the class because they were too shy and too insecure to intervene during DLGs. 

Tools need to be able to implement Successful Educational Actions (SEAs) in an inclusive way so that they are relevant to children with severe disabilities.