Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal
IntroductionSchools are facing increasing diversity in student origins due to migrations. The INCLUD-ED approach aims to transform schools into learning communities to increase social cohesion, inclusion, and academic success through successful educational actions like interactive groups, literary g...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1549712/full |
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| author | Maria José D. Martins Maria José D. Martins Amélia Marchão Amélia Marchão Teresa Oliveira Ana Paula Caetano Luís Tinoca |
| author_facet | Maria José D. Martins Maria José D. Martins Amélia Marchão Amélia Marchão Teresa Oliveira Ana Paula Caetano Luís Tinoca |
| author_sort | Maria José D. Martins |
| collection | DOAJ |
| description | IntroductionSchools are facing increasing diversity in student origins due to migrations. The INCLUD-ED approach aims to transform schools into learning communities to increase social cohesion, inclusion, and academic success through successful educational actions like interactive groups, literary gatherings, community participation, dialogical teacher training, and a dialogical model of conflict resolution.MethodsThis research analyzed two school clusters in Portugal implementing the INCLUD-ED approach, focusing on practices and impacts on learning, relationships, and inclusion. A qualitative case study method was used, involving interviews with adults and focus groups with students.ResultsBoth schools promoted literary gatherings and interactive groups. Teacher engagement varied, but most participants agreed the approach increased family/community involvement and enhanced academic and socio-emotional learning.DiscussionThe INCLUD-ED approach appears to transform schools into more inclusive learning communities, though full implementation faces some challenges. Further research is needed to evaluate long-term impacts. |
| format | Article |
| id | doaj-art-976f805c2dcb4e7295cc6563ca22ef32 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-976f805c2dcb4e7295cc6563ca22ef322025-08-20T03:27:05ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.15497121549712Schools as learning communities for inclusion: insights from case studies of two school clusters in PortugalMaria José D. Martins0Maria José D. Martins1Amélia Marchão2Amélia Marchão3Teresa Oliveira4Ana Paula Caetano5Luís Tinoca6Research Center on Health and Social Sciences (CARE), Portalegre Polytechnic University, Portalegre, PortugalSchool of Education and Social Sciences, Portalegre Polytechnic University, Portalegre, PortugalResearch Center on Health and Social Sciences (CARE), Portalegre Polytechnic University, Portalegre, PortugalSchool of Education and Social Sciences, Portalegre Polytechnic University, Portalegre, PortugalSchool of Education and Social Sciences, Portalegre Polytechnic University, Portalegre, PortugalUnidade de Investigação, Desenvolvimento, Educação e Formação (UIDEF), Instituto de Educação, Universidade de Lisboa, Lisbon, PortugalUnidade de Investigação, Desenvolvimento, Educação e Formação (UIDEF), Instituto de Educação, Universidade de Lisboa, Lisbon, PortugalIntroductionSchools are facing increasing diversity in student origins due to migrations. The INCLUD-ED approach aims to transform schools into learning communities to increase social cohesion, inclusion, and academic success through successful educational actions like interactive groups, literary gatherings, community participation, dialogical teacher training, and a dialogical model of conflict resolution.MethodsThis research analyzed two school clusters in Portugal implementing the INCLUD-ED approach, focusing on practices and impacts on learning, relationships, and inclusion. A qualitative case study method was used, involving interviews with adults and focus groups with students.ResultsBoth schools promoted literary gatherings and interactive groups. Teacher engagement varied, but most participants agreed the approach increased family/community involvement and enhanced academic and socio-emotional learning.DiscussionThe INCLUD-ED approach appears to transform schools into more inclusive learning communities, though full implementation faces some challenges. Further research is needed to evaluate long-term impacts.https://www.frontiersin.org/articles/10.3389/feduc.2025.1549712/fullinclusive educationschools as learning communitiesstudent diversityproject INCLUD-EDinclusive schools |
| spellingShingle | Maria José D. Martins Maria José D. Martins Amélia Marchão Amélia Marchão Teresa Oliveira Ana Paula Caetano Luís Tinoca Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal Frontiers in Education inclusive education schools as learning communities student diversity project INCLUD-ED inclusive schools |
| title | Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal |
| title_full | Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal |
| title_fullStr | Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal |
| title_full_unstemmed | Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal |
| title_short | Schools as learning communities for inclusion: insights from case studies of two school clusters in Portugal |
| title_sort | schools as learning communities for inclusion insights from case studies of two school clusters in portugal |
| topic | inclusive education schools as learning communities student diversity project INCLUD-ED inclusive schools |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1549712/full |
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