Educación inclusiva con enfoque interseccional, por el éxito escolar de las chicas y chicos de procedencia migrante.

The context that by the time of developing this project proposal, was marked by the recent data from the Eurydice report (2019) “Integration of students of migrant origin in European schools: national policies and measures”, which showed the high rates of Early School Leaving of foreign-born students in European countries: Spain, with a 31.9% Early School Leaving rate, and Italy, with a 30.1% rate, ranked second and third place respectively in the statistics, and Greece ranked ninth place with a 16.9% rate. In the case of Spain and Italy, the Early School Leaving rates of students of migrant origin were double than those of national students; while in the case of Greece they were triple. Students of migrant origin often face additional challenges in their educational process due to factors such as language barriers, cultural adaptation difficulties, socioeconomic inequalities and, in some cases, traumatic experiences related to migration, including segregation or exclusion in the educational system. Spain, Italy and Greece share common characteristics regarding the arrival of migrant populations. Therefore, an alliance was established between the Project partners in order to develop tools that respond to the identified needs.

The specific objective of the Project was to give resources to schools so that they are more able to promote educational inclusion with an intersectional approach for these students. For this, the Project incorporated the intersectional approach to carry out an analysis of the different structural categories that influence on the academic success options and the inequalities experienced by students of migrant origin (racism, sexism, xenophobia, classism...). Main Project goals: - providing schools and students' families: with information on good educational practices, as well as on resources and devices available in their environment that favor the inclusion and educational continuity of students of migrant origin. - strengthening teachers' capacities, knowledge and practices for the educational inclusion of students of migrant origin. - strenghtening secondary education students' social and intercultural competencies to recognize and value cultural diversity and the contributions of women and men of migrant origin.

The implementation of the Project has involved different types of activities: 1. Project planning and follow-up: including activites such as strategic planning and definition of indicators, mantaining on-line coordination meetings, and stablishing a continous monitoring system for the correct Project implementation. 2. Project outputs development activities: including the definition of structure and content of all Project materials, revisions and feedback on each of them, as well as translations into national languages and English. 3. Actions in schools and educational sector: including meetings with management teams, organising surveys to teachers; NGOs and local educational authorities; implementing workshops with students at schools. 4. Multiplier Events: organising and facilitating dissemination spaces with teachers and educational stakeholders, to disseminate all Project outputs. 5. Transnational Meetings: which allowed to dedicate full days in order to deepen on the needs, planning, and evaluation of the Project. 6. Communication and dissemination activities: following the Project strategy and purposes. 7. Project evaluation. 8. Project outputs dissemination, to ensure their use in the long term.

The Project produced 3 types of outputs / resources for the educational sector: - In&In mappings: a systematisation of strategies and resources for the socio-educational inclusion of students of migrant origin. These 4 mappings cover the cities of Barcelona, Madrid, Palermo, and Athens. The mappings were contextualised by developing a cross-country research report and a statistical data report, which address the social context, public policies and their impacts on the inclusion and educational trajectories of migrant students in Spain, Greece and Italy. - Teacher on-line training module on educational inclusion of students with migrant origin through intersectional approach: An interactive self-training module for teachers of all educational stages, on educational inclusion of students of migrant origin or background, from an intersectional approach. - Testimonial video on educational pathways of migrant “role-models”: An audiovisual resource of testimonies of women and men of migrant origin and with professional and personal experience that can serve as inspiring referents or role-models for students, to be used as an educational resource that motivates educational continuity and contributes to preventing early school leaving. This resource is accompanied by a didactic guide for its application in the secondary school classrooms. All these educational resources have already been uploeaded for free download on Eramus+ Project Results Platform.