Context
The Escola + Inclusiva project aligns with EPSA Awards 2025–26 – Category III, Delivering User-Centric Services at Subnational Level, as an innovative model of coordinated local service delivery that responds directly to the needs of students and families in disadvantaged communities.
By integrating education, social services, and community support, the project delivers tailored interventions that prevent school dropout, promote well-being, and engage families as active partners. Resources, expertise, and tools – including robotics kits, guides, and multidisciplinary support teams – were shared across schools to ensure sustainable, user-focused services.
Structured governance and cross-sector collaboration enabled efficient resource allocation, coherent interventions, and continuous support at the local level.
Objectives
The Escola + Inclusiva project aims to address school dropout, academic failure, and reduced well-being among students from vulnerable and disadvantaged backgrounds by responding directly to their educational, social, and family-related needs through integrated and innovative solutions.
To achieve this, the project pursues the following objectives:
- strengthen non-curricular support for students through the creation of cross-disciplinary teams that combine educational, social, and technological expertise, promoting inclusive learning pathways and enhancing students’ engagement, particularly through activities related to robotics and digital technologies;
- promote active family involvement in school life, recognising families as key partners in students’ educational success and well-being, and fostering stronger school–family relationships;
- develop seminars and targeted programmes to improve digital parenting skills, supporting families in guiding children’s safe, responsible, and effective use of digital technologies;
- enhance coordination and networking among local partners including schools, social services, and community organisations, to ensure integrated responses, efficient resource use, and coherent support for students and families;
- provide complementary therapies for students, addressing emotional, behavioural, and developmental needs, and contributing to improved well-being, resilience, and learning outcomes.
Through these objectives, the project delivers concrete, coordinated solutions to complex educational and social challenges, reinforcing inclusion, prevention, and long-term educational success.
Implementation
The project was implemented through a structured design integrating multiple complementary actions. It included an integrated programme for students at risk of exclusion, poverty, dropout, or school failure, encompassing robotics and digital technology activities, complementary engagement initiatives, occupational and speech therapy, and psychosocial development programmes.
A second core component focused on Capacity Building and Certification of Trauma-Sensitive Schools, which involved a diagnostic assessment of school practices across key organisational dimensions, including policies, staff training, inter-service coordination, supervision, and physical environment. Year 1 prioritised training for all educational community members, raising awareness and enhancing their capacity to implement trauma-sensitive approaches. Year 2 focused on school certification, advanced staff training, and supervision to consolidate organisational change.
Institutional arrangements included collaboration among school leaders, teachers, mediators, therapists, social science professionals, and families, ensuring participatory governance and stakeholder engagement. Budget and resources were allocated to the procurement of robotics kits, technological boards, specialised mediators and trainers, health and therapy services, communication services, and costs for complementary activities such as transport.
Management ensured planning, implementation, monitoring, and evaluation across all activities, while communication channels supported information dissemination. This integrated approach guaranteed that resources, personnel, and interventions were aligned with the project’s objectives.