Deusto presents a research project at the European Parliament that reduces and prevents school failure

Schools that reduce and prevent school failure do so by creating inclusive and participatory learning environments. This is one of the main findings of the European SCIREARLY research project, led by researcher Rocío García Carrión from the University of Deusto, which was presented on Wednesday, 24 September, at the project’s Final Conference in the European Parliament (Brussels).

According to the study, inclusive and participatory learning environments were characterised by promoting, on the one hand, positive relationships between teachers and students; on the other, dialogic teaching and learning practices; and, finally, shared leadership among teachers and the involvement of families and the community. In this way, they improved academic outcomes in mathematics, science, and reading from early childhood education, with effects lasting throughout compulsory education.

Another significant finding was the identification of protective factors that prevented early school failure and promoted educational success, even in highly vulnerable contexts (including migrant and refugee populations, the Roma community, and people with disabilities). Among others, these included the presence of positive role models, high expectations from teachers, families, and peer groups, the visibility and inclusion of cultural diversity, and psychosocial and mental health support.

Furthermore, based on the findings of this research, a free resource bank was created to enable teachers to implement these practices directly in their classrooms. The University of Deusto led this research in collaboration with universities, non-governmental organisations, and governments from 10 European countries.

A school from Santurtzi in Brussels

This project concluded with the presentation of the results at the SCIREARLY Final Conference, held at the European Parliament (Brussels). The event brought together over 550 registered participants from 22 nationalities, including academics, policymakers, teachers, and the general public, who discussed how to translate this evidence into educational policies and practices at the European level.

The event included panel discussions on the social causes of school failure and concrete examples of preventive and inclusive programmes from the early stages of education. In particular, a school from Santurtzi participated, where two teachers and an 11-year-old student shared how the project had transformed their learning experience.