Open Sesame

The ISOTIS consortium aims to understand and contribute to solutions on how Europe may tackle early and persistent social and educational inequalities. As schools and classrooms consist of important levels of analysis and intervention to reach this ambitious goal, it is imperative that we understand how to design and implement curricula, pedagogies, and school social climate interventions that effectively promote inclusiveness and belongingness. In this report, we present and discuss the findings of seven in-depth case studies of curriculum, pedagogy, and/or social climate interventions currently ongoing in seven European countries, from distinct geographic regions, diverse in their income levels, research traditions, education and welfare systems, and immigrant integration policies: England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.