Families resort to private tuition as support for specific educational challenges. However, could such practices increase inequalities? We analyse the data from a sociodemographic perspective in Spain and Portugal.

This report analyses how some schools in the Canary Islands (primary schools) and Catalonia (secondary schools) manage to ensure that their students make progress beyond expectations, despite social vulnerability. Using data and fieldwork, we identify resilient schools: those that combine academic excellence with strategies to reduce inequalities.

Children who perceive positive communication with their teachers tend to make more moderate use of social media and to consume digital contents in a more responsible way. In this sense, in addition to the family and social environment, the school is configured as a key space for promoting healthy digital consumption habits.

Do subsidised school meals favour linguistic immersion? According to this study, beneficiary students spend more time at school and their socialisation and interaction with classmates who habitually speak Catalan are favoured. 

Oral communication is a fundamental tool in the academic field as well as in the personal and professional spheres. However, 77.5% of university students claim that they have received no training in oral communication.

The ”la Caixa” Foundation’s Work4Progress programme aims to go beyond supporting isolated projects, by promoting social innovation platforms for experimentation and systemic change.

What impact does education have on access to the labour market for young people? And on opportunities for social, cultural and sporting participation? We analyse the evolution of educational paths in Portugal and Spain.

Does Dual Vocational Education and Training favour the labour market incorporation of young people? According to this study, Dual VET graduates work more days per year and earn more compared with graduates of Face-to-Face VET programmes.

33% of pupils with lower economic capacity attend private tuition, in contrast with 57% of pupils with a higher profile. Differentials in participation in extracurricular activities in relation to economic capacity are greater in secondary school.

Sixty-eight per cent of minors who are exposed to gender violence in the home say nothing in the academic setting and teaching staff only perceive it if evident signs of violence exist. How can an effective model for the prevention of sexist violence be drawn up for primary and secondary schools?