The community as a resource to educate primary school children

Abstract

The global financial crisis, increase in migration from troubled zones and the resulting more diverse multicultural and multilingual social settings across Europe have led to greater societal demands. As countries combat financial deficits and cut public spending, support to those in need decreases. Social inclusion has become one of governments’ crucial societal challenges. Those hit hardest by the current crisis are the most vulnerable, particularly children and youths, who experience an increase in unemployment and decrease in general well-being and emotional health across all ages 1. Schools, together with the community, can work together to help tackle this challenge without additional financial burden. This paper presents research results from the transnational study INCLUD-ED funded within the FP6 programme of the European Commission. This project focuses on how educational practices involving the community can promote social cohesion without additional costs. Six schools in five European countries with a successful track record of transforming children’s academic performance were researched through a longitudinal study over a period of four years. A number of positive transformative approaches leading to better academic performance, positive attitudes and tolerance amongst schoolchildren have been identified. Different dimensions of community involvement: family education; participation in decision-making; participation in school and curriculum and evaluation; as well as participation in the classroom have all had a significant educational impact. The research has also shown that community involvement led to benefits beyond the school walls with impact on improved housing, employment, health, social and political participation within the neighbouring communities.