Educating practices at primary school level and new forms of positive welfare for families

Abstract

The global financial crisis across Europe has created great societal demands. Social inclusion has become one of the main challenges of the millennium with those hit hardest being the most vulnerable people. It is at such times that it becomes crucial to provide positive welfare. This article presents research results from a transnational study, INCLUD-ED, an FP6 project of the European Commission, which focuses on educational practices promoting social cohesion as a form of positive welfare. The research focuses on six successful schools in five countries that have demonstrated that they can transform children’s academic performance as well as have an impact on the community itself. A number of positive transformative approaches beyond better academic performance included a spill over of benefits to the schools’ neighbouring communities and an increase in social cohesion and community in health, housing, employment and social and political participation was also identified.