The project aims to develop and support the implementation of a Family Support Component (CAF) monitoring and evaluation system in the 2nd stage of basic education under the Cascais Municipality's Growing Up Full-Time program, during the 2024/2025 school year. 10 CAFs are expected to take part, covering around 500 students.  

The KiDLE project aims to support the inclusion of migrant children/pupils in new school environments by co-creating 5 intercultural board games and integrating them into a digital gaming pack. The project seeks to build educators' and parents' capacity to use games for children's learning and development, implement the gaming pack through gaming events, and raise awareness about the role of cross-cultural games in early childhood education towards supporting inclusion.

In this project, a cooperation protocol was established between the Ministry of Education, the Municipality of Sintra, the Calouste Gulbenkian Foundation and CIS-Iscte to create a local structure of specialized technical support, which promotes and supports the implementation of plans for the development of social and emotional skills in the school context.

Several studies have shown evidences of psychological suffering among the younger generations and in particular in university students. The context of the pandemia COVID-19 has generated many more challenges, with increased impacts on this group. The resilient@uni project brings together a group of psychologists from different specialty fields (e.g., social, educational and clinical psychology) to explore the mental and physical health of this population, identifying potential risk and protective factors, at different levels, from intra-individual variables to social contexts. These results are aimed to inform appropriate intervention programs and policies to tackle this issue. This project was conducted in collaboration with students: Catarina Caseiro Guilherme Manica Joana Maciel Ricardo Marques Joana de Moraes

The project “Justice for Children” has as main objectives: - Ensure the effectiveness of the superior interest of the child through the prevention of unprepared and uninformed contacts, at the time of the involvement and participation of the child in promotion and protection processes - Ensure improvements in judicial and administrative proceedings, which assure the proper integration of justice systems and the promotion and protection of the rights of the child systems Four sequential work packages were set:  1.Mapping of good practices and existing tools in terms of child-friendly justice 2.Development of materials adapted to children of different age groups, in order to explain of the nature of the judicial process in which they are involved and to facilitate and the hearing process, ensuring the accessibility for children with special educational needs 3.Training and dissemination of the materials produced. It’s expected the development of a Guide for good practices and recommendations for professionals. In terms of the dissemination, it is expected the elaboration of a strategic communication plan of the project 4.Project evaluation The project will have a direct impact on the children involved in these processes and on the group of professionals that work with these children, through training actions and access to more adapted materials, they will be better able to carry out their work.

The first years in life are of critical importance to develop cognitive and non-cognitive skills, but also to develop civic attitudes towards others, so to invest in this stage of development is crucial to ensure an inclusive society. For a real social inclusion of children with SEN we need to promote more social contact between pupils with SEN and pupils without impairments. This project is focused on bringing together children with SEN and children without impairment, in a context of formal and non-formal education, offering innovative methodologies to enable the success for all learners as well as a sense of belonging. The main goal of the project is to invest on the qualification of teaching & learning, setting up a network of inclusive schools and inclusive community organisations. This will be set up and tested by a consortium of 3 schools, 2 universities, 3 NGOs, 1 foundation and 1 enterprise.   The project foresees the below objectives: 1) to improve the learning quality of children, using non-formal learning and teaching environments to: promote more social contact between pupils with SEN and pupils without impairments; develop innovative learning processes guided by flexible curricula 2) to strengthen professionals’ attitudes, skills and abilities, providing them training opportunities aligned with national- and local-level policy goals for and understandings of inclusive education 3) to use an alternative learning environment - school yards - to create an innovative methodology to develop ALL CHILDREN mathematics, science and other competences (e.g. entrepreneurship and creativity) 4) to build on the existing resources following the principles of permaculture in the economy of hydric resources, soil conservation, activation of the microbiological fauna and plague protection. 5) to increase the parents’ and community’s participation by organizing local fairs of agro products in order to raise financial resources for the sustainability of the pro...

 The GRIT project focuses on fostering educational equity in urban educational settings. It addresses two main target groups: (1) indirectly: urban students threatened by early school leaving, and (2) directly: in-service educational professionals which are involved in teaching in urban settings. This project chooses to focus on the matter of early school leaving since urban educational systems are particularly vulnerable to problems associated with early school leaving. This project aims at developing a growth mindset for teachers' and teams of educational professionals in urban settings, and at enabling teachers to develop their students' growth mindset. The GRIT-project will design (a) a toolkit for teachers to practice growth mindset in order to develop their students' growth, (b) a guideline (protocol) for teachers to increase students’ resilience, (c) a hand-on training for teams of educators to learn this pedagogical & innovative approach, (d) a guideline (protocol) to train teams of educational professionals how to implement the 'growth mindset approach', and (e) an e-book for different stakeholders involved in the struggle against ESL. Through concrete experimentations in 5 European countries gathering different background and with partners addressing different kind of educators, the GRIT project will allow to enhance this innovative and  "bottom-up approach" among these key actors to struggle against Early School Leaving. Joana Alexandre (an assistant professor at ISCTE-IUL and a full member at CIS-IUL), Cecília Aguiar (an assistant professor at ISCTE-IUL and a senior researcher at CIS-IUL), Lígia Monteiro (an assistant professor at ISCTE-IUL), Teresa Seabra (a senior lecturer in Sociology of Education), and Inês Alves (a research assistant) are part of the GRIT project 

The last decade has seen a significant change in the nature and pattern of migration flows within the EU. As a result one can observe a rapid change in the population structure and interactions between individuals and social groups in cities. Cities of migration are places of inclusion and exclusion. The chilling events of the past year from Charlie Hebdo to Pegida, remind us that discrimination and prejudice on all sides remain important challenges to face. Local authorities need to deal with how to manage this diversity and find the intersection between various areas in relation to the growing migrant population.In particular, local authorities have to tackle some concrete challenges, such as: more difficult economic integration due to the economic crisis; increasing risk of social exclusion; educational achievement of second- and third-generation migrants; rise of racist and xenophobe movements; increasing diversification in the composition of immigration flows (e.g. migrants from either Member States and third countries; both skilled and unskilled migrants).To deal with this situation, the project aims to foster migrants’ social inclusion sharing good practices between project partners, in order to facilitate local authorities facing the challenges and problems described above. In particular, the project has the objective of exchange practices on the following topics: effective use of migrant human capital; access to key services such as housing, health and education; fight against xenophobia; encourage the involvement of the private sector; e-Inclusion (use of the new technologies).

The goal of Plagroups is to design a new policy measure of ECEC in Portugal, and collect indisputable causal evidence of the effectiveness of this measure on the empowering of disadvantaged children, their families and caregivers, and the members of their communities to fully participate in society.

O presente projeto pretende contribuir para o conhecimento sobre a integração, sucesso escolar e bem-estar dos alunos imigrantes (i.e., nacionais de países terceiros) nas escolas públicas do 1º e 2º Ciclos de Ensino Básico (CEB), em Portugal. Pretende-se concretizar este objetivo testando, especificamente, o papel das dinâmicas de aculturação e dos seus fatores psicossociais antecedentes na integração social e educativa destas crianças e jovens imigrantes. Uma vez que se pretende obter uma visão comparada e das várias perspetivas que informam o fenómeno em estudo, para além dos inquéritos a alunos imigrantes, serão ainda inquiridos alunos descendentes de imigrantes (perspetiva de um grupo comparável) e alunos de origem portuguesa (perspetive de um grupo de acolhimento). Estes dados serão contextualizados com recurso à análise dos documentos estruturantes da escola (e.g., Projeto Educativo) e com entrevistas à Direção, a elementos das coordenações pedagógicas do 1º e 2º Ciclos do CEB e inquéritos aos Diretores de Turma dos alunos imigrantes inquiridos.

The project aims to: Use social networks and viral information channels to provide correct information and explanations on migration and diversity and combat unfounded (but widespread) myths and misconceptions. Devise a methodology and tools that will enable a wide range of cities across Europe to apply the social communication & networking method in the field of diversity and integration. C4i-Antirumours will transfer to 10 partner cities the innovative social communication & networking method experimented successfully in Barcelona. Assess the impact of the method among the population in project locations in order to verify its effectiveness.