 Hello everyone. Good afternoon. Thank you for joining us today and welcome to this webinar organized by School Education Gateway European Toolkit for Schools, which is running a webinar on promoting inclusive education and tackling early school living. So my name is Ina and together with my colleagues, Ismini and Leonora will be we are delighted to support this first webinar of the series, which will be dedicated to family participation. So today we will focus on how schools can involve families in successful education actions and to improve students learning and social and emotional development as well. In this sense of educational emergency that we are living right now, it's extremely important to reduce the already existing learning and social inequalities. So we will also look into some practical questions today, practical examples from several EU funded research projects to see how families can be effectively involved in supporting their children education. So here you can see our speaker panel today. And so it's Rocio Garcia Carrion. She's a research fellow at the University of Deusto and her research includes inclusion of marginalized groups, family and community involvement. She has contributed to identifying evidence based actions for inclusion and social cohesion. We also have Blanca February Lopez and she's a secondary education teacher at the Sagrada Familia School, where she puts into practice different successful educational actions with strong family participation component. So I'm very curious to listen to our speakers today and they will share some interesting practices. And before giving the floor to our first speaker Rocio, I would just like to point out that the session will be recorded and the recording will be available on our web page together with the slides of our speakers. In the meantime, if you have any questions, feel free to post them in the group chat and we'll try to address as many as possible in the end of the presentation of our speakers. So I will just give the floor to Rocio. Thank you. So good afternoon, everyone. I'm delighted to introduce this first part of our webinar focus on family participation always matter, even more during the COVID-19 pandemic. So I'd like to start to tell all of you that we all know the challenges and the threats that the educational emergency is seeing from the health crisis has posed to many schools, teachers, families, and in particular to many children worldwide. But many of us do also know that even in the most difficult times like the one we are living by now, research, science bring us hope and knowledge that is absolutely essential to improve people's lives. So today we want to make the most of this webinar to share with you some educational research that has achieved educational and social improvements against all of the earth. What is more important that research is telling us at this moment is that with no questions, however, is that learning and social inequalities that many children face worldwide can be preventable and can be reduced. For those who are involved in poverty, they are not doomed to fail in the school, so they can succeed, they can overcome those inequalities and family participation always matter. It's a crucial issue. But so what the research specifically is telling us and I will introduce in these three parts of the presentation is why should we involve families and communities in children education, why is that important, why that matters and for whom. And if we acknowledge that that is important, how we can do it effectively across the schools in Europe and beyond. And even in the most challenging situation like the COVID-19 pandemic, we can transform difficulties into opportunities as Blanca will let us know later on. So we start from what scientists telling us regarding this topic, even in the most difficult situation. So we know from educational research that from decades, family involvement, family participation can make a real difference and can improve education and children's lives in many diverse contexts. This is that the work of Joyce Epstein and John Hopkins University show many evidence on that, but the research of many other colleagues around the world told us that involving families, family involvement can improve children's cognitive and emotional development from early years, can improve academic achievement from many diverse schools, including children belonging to ethnic minorities and with minority background, and can also develop socialist, contribute to the development of socialist skills for those children. So there is a consensus on the importance of that impact of family involvement. So the question here is if we know that that's important, and if some schools are actually showing that those results can be achieved, the critical question is how, how we can do it, how we can make the most of that family involvement to make a difference in children's lives. That poses a critical question in terms of not providing those benefits from one kids and leading others out of that opportunity. So if we look at one of the most relevant studies in the field, one of the most cited and greeted in the Cambridge Journal of Education, that was awarded with the best paper prize. That longitudinal study conducted by Fletcher and Soler show that even Roma families and their children were, which are one of the most systematically excluded populations in Europe and beyond, engage successfully in a school during years and over years sustaining that improvement through dialogic learning. What that school did, what is that research show with that study, that opening the school to the entire community and engaging families and children in transformative interactions using dialogue to offer them an opportunity to learn and to flourish together, gave that pathway for transformation in terms of reducing inequalities and improving academically and socially. What were the main results that they achieved in doing this research? So they show that ending with a school failure was possible by reducing and basically eradicating drop out, as you can see in the graph on the right hand side, well increasing the enrollment of the students in the school. So in a period of a year when looking at the results in the standard evaluations, all the children from one year to another achieve higher than the average in those standardized evaluations. So those kids were most of, most of them Roma and most of them living in poverty and those results are remarkable, that improvements, but beyond the numbers, there were hundreds, thousands of children that benefited from that research. They were children like Maria, this girl, when before the research, she was 10 years old and she was writing and reading with difficulties. But the dream in her school when she was 10 years old was doing well, was graduating, graduating in secondary education in a situation with a father who spent eight years in prison. Even in that context was basically imaginable that that could come out from the prison thanks to the collaboration of the teachers, of the head teachers and the social workers to support him to come into the school, to come into his children's class and volunteer in learning mathematics, in learning languages, in learning English. All the subjects having a real participation at the core of their children's education, of his children's education and after six years, she was graduating and making that dream in secondary school. The result of how this was achieved, how that participation of that father among many others were engaged in a school. That was the process of the research that we conducted across all Europe that was the included project. The included project was the only research in socio-economic sciences and humanities from the sixth framework program included in the list of the 10 success stories in European research highlighted by the European Commission. The result was included there because those results like the ones we saw in Maria in the case published in the Cambridge Journal of Education were replicated across hundreds of schools in Europe benefiting thousands of children and achieving a remarkable scientific, political and most important social impact that once the results of that research were implemented in that schools across many other, they achieve consistently those improvements in academic achievement but also in social cohesion making those systematically excluded part of an education that was actually making a difference against all the odds like that community was suffering. So this way that we will look at in depth in the second part of this presentation was replicated showing that was possible placing immigrant and minority family and community members at the heart of the school, at the center of the children's learning process. That was done across schools in Europe and elementary primary education, but maybe we have also teachers with us that are in secondary. So we show that with the similar patterns of involving families in those successful educational actions. We provided evidence that was possible to reduce early school living among secondary students and from that that was one of the main results of the project to identify those successful educational actions in which families and communities are engaged through dialogic learning through dialogue and interaction and was replicated achieving the best results across many diverse contexts from European schools to rural context for example in Colombia and across Latin American countries where they have shown to improve mathematics or languages among others. But having an impact on teachers who were striking for them having experienced that amazing commitment of parents and children when they had the opportunity to be involved in the learning processes in the in those issues that are crucial for improved children education beyond a touristic or for clarity participation beyond going to the parties beyond going to the informative meetings. So that approach that's a successful educational actions are bringing those improvements currently to more than 9000 schools in more than 10 countries across the world showing that can those learning and social inequalities that this health crisis and this educational emergency has raised can be reduced and can be prevent. That is one of the most important messages that science is telling us that not all types of family involvement are equally successful have the same impact but that we have the knowledge we have the research knowledge to involve families and communities effectively. But as researchers who we work towards social impact to improve people's lives we know that to know is not enough. We need to have that impact and we need to identify and provide the citizens the society the teachers the families without how they can do it effectively. So we will move on to see some of the key aspects that this is cool that any school in the world can do even in the most difficult situation to engage those families effectively one of the key evidence that we have in the international scientific community. And there is a consensus of for example show by the center of developing child from Harvard University is that is crucial for learning and development the interactions that children have with the adults who care for them. So others who care for the children are not only the teachers in a school they the interactions they have with the families with other adults around with the community have had so important to transform those early interactions for years and that we have an impact across life span. So that has been defined as serve and return interactions those reciprocal interaction that build responsive relationship caring relationship for those children and they are so embraced with the learning process. The schools that implement those successful educational actions open the opportunity for families to engage in those transformative interactions because we also know that many of them. Those especially living in poverty are having their children exposure to 30 million word gap 30 million words that of exposure of the children who are living in poverty than those from academic families. So and we we want to work for warranty that right of education to every single child without differentiating and perpetuating that gap that we know from classical studies that is already there. Good news is that is social that is part of the children's social context schools can make schools communities interactions with families can make an enormous difference to bridge that gap. And that is what what these schools like the one we will listen later and all the schools we have been doing this research are showing that this is possible to open those classrooms where parents say they really like the idea to participate in their children education because they gave up the opportunity to have a real impact on children educational outcomes. But as we said and we know not all interactions are equally effective. Authoritative interactions impose power relationships between teachers and families can be a can hinder families participation. Instead, what we are analyzing the research and we observe in small groups when we were with parents supporting their kids when learning mathematics when learning languages when learning music is that they interact through a egalitarian dialogue one of the key principles of that dialogue in learning which is a enormous and merrily merrily school to engage those families so creating those spaces supporting the children from giving arguments giving the reasons making them critical thinkers and learning and sharing that fashion and that motivation for being part of the everyday life in the school in the important things in the learning in the classrooms had an enormous impact on learning mathematics for example for those kids that show that opening those classrooms and those schools to the dialogue with the entire community to create the dialogue in the classroom as this project in the FB 7 framework program in the European Commission showed was giving a message that we need to open the school to the dialogue with among the children with the families with productive and articulated reflections that engage in meaningful and supportive relationships to create those supportive relationships with the families among the children. We need another critical aspect which is introducing help and solidarity interactions to create that supportive and secure and safe learning environments in the classrooms. We know that having diverse diversity of adults coming and volunteering promote inclusion of every child and success for all but especially for those those most vulnerable like the ones belonging to ethnic minority or to immigrants from that study published in the Cambridge Journal of Education we obtained those evidences we knew that from those in most vulnerable situation those interactions were crucial but we replicate those learning environments those dialogic classrooms opening to other parents and families with from middle and higher socio-economic percentages without any particular problems and again we observe that in those contexts when they engage in those productive and meaningful interactions behaviors of solidarity and of friendships were significantly improved regardless to those who didn't have the opportunity to participate in those classrooms. So what we see is those successful educational actions are bringing those improvements to those most vulnerable but also to schools in Cambridge in England across many other contexts with no particular problems in socio-economic issues but why that is happening what kind of interactions we need to offer not only to the children but also to the families. What we observe recently is those help and guidance interaction having the others guiding the children in the mutual support in their collaboration and learning was definitely essential for achieving those improvements. That cannot be done without engaging those families in trust and based on confidence relationships. So more recently to bridge that gap for those families who are disengaged who have been suffering themselves from a school and who may feel that they don't have the tools or the skills to support their children we have we have in the research the opportunity to provide that framework for the schools as a teacher. We know if we work in a strong collaboration through that egalitarian dialogue among us as a teaching staff and communicate that approach to the families we can move on building trust based relationships building that confidence that establishing that common goal which is for the schools providing the best education for all children so that the teachers the same education that we want for our own kids is that education we need to put to offer to other people's children to the children we have in our schools because is a way to put in the logic learning into work for all to learn and flourish that is the opportunity that this framework give us and how that can be done not only involving families in their children education but offering opportunities for mothers or fathers to engage in educational processes that can have an impact on their own education. When the school is open to do to read and discuss the greatest literary works in literature like the Odyssey Romeo and Juliet or the Arabian needs, we have to observe in that research that interactions between a school and home and transform Children and families discuss at home about the books they are reading in the school so the mothers can improve their motivation to help the children and they are they themselves can are empowered and feel more confident to support them. So those transformative interactions regarding to academic issues in the school coming to homes entering into the kitchen into the dining rooms and the conversations the interactions start to change so in a situation like that like the one we have now those schools who were already engaging those processes so much more opportunities and they have much more tools to deal with a crisis like the one we have been facing. So this man say during the dinner they speak about those books and they she explained to the children to the husband some of the debates she has the impact of these transformative interactions that make people in power and committed to the school to their children's education has led them to dream and dream bigger even those Roma families who were engaged in this process like Raquel she's a mom of three kids. She let the school when she was young and then dream to come back to university to higher education the first in her family in her story and dream to go to medical school. Now she is doing medical school she's being a role model for the young kids coming coming from a very poor background and being a Roma woman. So what what research was science is telling us and if we put the families at the center of the educational processes and engage them in those successful educational actions in those spaces in classroom and beyond. We can dismantle some of the educational needs that have been unbending and excluding children for so long just because they belong to a families with no academic degree or just because they come from low socioeconomic status and that has been perpetuating the inequalities when we know now that are possible to transform. So now is the time now we have the entire opportunities to transform difficulties into possibilities. Even during this COVID pandemic that has had implication when schools have been closed and children have been without resources confined at home and families were facing those poverty, illness or violence even though this introduction has been moving from schools to homes through the digital tools through many pathways towards transformation to continue building the skills that all adults need for life. As our teachers maybe we can be very worried about only thinking about our work is our children. Other people should care about adults, but the key message from Saiyan is that if we want to transform learning and human development, we need dialogue and interaction, but we absolutely need to put into practice those strategies, those actions with the families. If we want to have an impact on the children, we need to care about how we work with the adults that are important for them because otherwise we couldn't achieve those objectives and those results that every teacher want for the students to achieve the best. So the two key messages we can pay from here is those processes of transformation and strongly embedded in the social context and depending on dialogue and interaction and now we know how to provide those egalitarian spaces, those trust based relationships engaging in those solidarity interaction where families and communities can improve, can transform the interactions at home and in the community to offer the best to all the children. So just to conclude, Saiyan is telling us that with that approach, as we have been seeing when monitoring the impact of research as Ramon Fletcher was hired as the chair from the European Commission to evaluate and to design the indicators for all sciences to see how these research can actually have a social impact and can improve and move us towards achieving the sustainable development goals to ensure high quality. In addition to high quality education for all, we have been seeing that that is possible for other projects across Europe and through tools that are already in our hands like the European toolkit for schools that are providing us with those evidence to make the dreams of many children like Maria to come through even in the most difficult situation. That's the message of hope and of knowledge that can actually is improving people's lives and now we will continue with Blanca who will let us know specific and concrete examples from the schools that are making this real and possible. Good afternoon. I'm Blanca February and a secondary school teacher. I will speak only about the work in my school. I will also present some examples of different schools from the network of schools and teachers that are represent here. This is a group that is very diverse. I'm going to tell you the experiences that these schools have had during the COVID-19, including families for the improvement of education. We live in challenging times and we need more than ever to join forces to continue extending the quality of education because how can children foster social skills where they don't have the necessary social interactions? Or how can parents choose among learning different learning environments when all the options have clear downsides? These concerns and choices are even more difficult for parents of children with disabilities who are among the most vulnerable students and who are at increased risk of regression, especially during the school disruptions. As Rocío has just explained, interactions not only with the students, but also with the entire educational community are essential to achieve the quality of education that every single child deserves. With the aim of dialogue and transforming difficulties into possibilities, a group of teachers, researchers, principals and headmasters and other people from the community, we have been working together to identify those actions that have contributed to fulfill these three goals. On the one hand, increasing learning and providing quality education for all, including vulnerable groups, even when education was being 100% online. Secondly, an attempt was made to encourage the creation and sense of community. And finally, to overcome the violence that can emerge even more easily than before. So the first question is how can we improve learning involving families? Schools which know that the promotion of context of interaction has a radical influence on the quality of learning have tackled a very important challenge. These schools already had established dialogue strategies in their schools. Some of them, for example, my school, were participating in Erasmus Plus programs to enlarge successful educational actions through Europe. So it was much easier to move these into the virtual or into the online. And when this happened, we found out that we were open indoors, not only to the students, but also to the families. Families that had never before been involved in these dialogue spaces began to share these spaces with their children, teachers and the community. So these dialogical spaces were even more diverse and rich. The children in this photo are participating in a dialogic literary gathering. In them, they read the best books of the universal literature. Here, for example, they are reading around the world in 18 days. But they also read books as Romeo and Juliet or the Odyssey or Don Quixote. And then they share their meanings, interpretations, arguments, reflections, following the seven principles of the dialogic learning. If we want to impact at home, we need to connect with the homes that make this possible. And if we want to connect with them, we also have to give them voice. They have to know that they are very important for us, that they are very important for the education of the children, and that their opinions matter. Families report how the preparation and the participation in the dialogic literary gatherings have a strength, parent-child bonds. We can see this in these two quotes. For example, Dani, a child, said, I like that he, his father, tells me. Because sometimes I learn things from what he says, I ask him the meaning of a word, and I also learn things from what he explains to me. And Maria, a mother, says, from the first moment you have to sit down to read a story, starting with the bond you have to create as a mother doctor to prepare it. Then you can integrate those explanations into your conversations with your children, and that's good, because it helps you to talk more with them. Another example was carried out by some schools, all of them in Valencia and a high school, that is San Juan Bosco, that is in Murcia. They are all of them schools which implemented successful educational actions before the confinement. So they started to move them into the online. So they promoted what we call dialogic workspaces online. They are small groups of students and they are connected through video conferences and they are working together to solve some activities or homework with an adult person. This adult person can be or a teacher or a volunteer. This adult develops a fundamental role. On the one hand, he facilitates the interactions among students to promote that they solve the task together and helping each other. On the other hand, he or she ensures quality and respectful interactions. This that could be an individual work in most of the schools becomes an open space with classmates, with adults and with other persons from the community. So they can work together in a shape and supportive environment. And all this generates important improvements of children. For example, this mother told us about her son's improvement. Marta, the mom says, I am very happy to participate. I think we are doing a very good job together. I like it very much how you have organized the program of the school without the school. And I think that my son, Pao, is maturing a lot, you can imagine. He has reached a lot of autonomy. A clear example of how these actions work in vulnerable groups is this school. They have about 90% of Romani students, all of them at risk of regression. It is called Santiago Apostol School and it is located in the Cabanal neighborhood in Valencia. The experience was published in the web of European toolkits for schools. This school managed to connect with the community and through the creation of the logical context of participation. They were able to create synergies with the community, with teachers, with social services and with the whole society. And they achieve devices for all the students, but not only the devices. They also achieve a connection to the internet. And once that they were all connected, they could continue recreating these dialogic spaces that are the basis of their learning. This is another very interesting school that belongs to the network and it is a specific school for children with disabilities and with very special needs. They also have some Romani students and it is located in Cheste near Valencia. During the confinement, more families were participating. The families who were with them in the dialogic, the literary gatherings underlined the great benefits that these virtual dialogic spaces have had for the children. The fact of being online may have provided them the opportunity to open up and to express their opinions without shyness. An example that one of the teachers, Eva Tolas, was Eva Otsagel with special educational needs who did not use to participate in dialogic literary gatherings when they were in a face-to-face class. But when they started to be online, the girl was involved and gave her opinion much more frequently. Eva, the teacher, told us, I have realized that maybe as everyone is at home in front of their screen, they feel more confident and children who did not use to participate so much in the face-to-face classes, they participate a lot now. The same observation is expressed by her mother. Luisa says, I think that the days when I can participate in the DLGs, she interacts more, she feels much happier. This is another example of how to transform difficulties into possibilities. This is the voice of a headmaster. She is Monica and she works in Catalonia in a school called Ciudad del Jardín. They know that these contexts of interaction are the key to better learning. Many schools have chosen to stop doing them. However, they have chosen to do them but with maximum security, sometimes online or sometimes maintaining social distance, but they continue interacting as much as possible. And Monica said, we try to introduce a lot of security in what we do. We transmit confidence to the families. In this way, we have even more family participation than before and no more cases of infection than in other schools. I believe that the key is not to stop doing things. We have to do them by transferring it to the online world. We are creating synergies that did not exist before and even changing relationships for the better. What is also relevant from this school is that they train the volunteers who participate at the school. Not only on how to promote quality interactions, but also in health COVID-19 prevention. And they have also created a mixed commission with manages the COVID-19 issues. The next question would be how to promote a sense of community. In some of these schools, as for example schools, a school called Jaume I de Catarroja or Cam Turia in Ribarroja, they are both located near Valencia. There were already mixed commissions. These mixed commissions involve students, families and teachers to improve the school in any way. But during the period of confinement, new ones appear, especially COVID-19 committees. These volunteers, most of them were family members, contributed to many tasks, including the ones we have here in the slide. These families were in touch with other families just to check that everything was going well. And they gave information about the grants and financial aids. They also tried to check that the students had the necessary devices or if they didn't, they tried to get some from the school. And they also were checking that they had access to supportive relationships. And this is the story of a teacher who works in a school which has approximately 80% of Romani students. She at first could only make contact to the students by phone or by WhatsApp. After talking to a Romani girl all week, she could see how her opinions had changed for the better. She received a photo the first day and then she received another photo the next Friday. In the last photo she was clean, she was well dressed and she seemed happy. And this was in great contrast to the first day. Laura said, at first I tried to keep in touch through WhatsApp, by telephone. I began to establish contact with families and students. One girl wanted to send me a photo on Tuesday and then another on Friday. In the photo you could see everything. There was a big difference between the photo she sent on Tuesday and the one on Friday. And I was very excited because you could see the change in the photos, the brightness on the face, how good she was feeling. She was happy, pretty because we were in touch again. Many families had lost contact with the school and therefore did not have access to the aids. This teacher helped the families to fill in all the necessary papers to apply for the aids. In other schools mixed commissions did it. They helped the families and these actions made the school more meaningful again for them. And in this way more families participated from these dialogical spaces. This is also the voice of a headmaster who has managed to increase community participation in times of poverty. Perhaps the key to transforming difficulties into possibilities is this, that with maximum security not to say no to anything. She says, we have not said no to anything. We have simply asked ourselves how we can do this in order to continue to implement successful educational actions. What do we have to change to maintain the interaction between the educational community? And the third question could be how can we prevent violence in this online context? Possibly the key is training families and teachers to create these shape environments. Dialogic pedagogical gatherings with teachers and community have been the key in promoting this shape dialogical spaces free of violence. In which research papers published in the highest journals have been read providing the educational community the necessary tools for interactions to go in the same direction. Because we know that sometimes at school we say something and then they listen to a different thing at home. So when this interaction goes in the same direction we have more impact on students. So this is the explanation of one of the participants. It is an action that help us to learn and transform our educational practice. It is a very important moment because we share the learning we meet and reflect on how to improve our actions at this time. Now we have read the chapters on the prevention of violence and friendship from one of the guides of the Child Study Center of Yale University. We were able to think about the importance of doing these actions very well if violent situations arise among our students in their families during confinement. It is also very interesting that from different associations that defend evidence-based education, dialogic pedagogical webinars are being attended by teachers, families and volunteers all over the country. People from different regions of Spain have been participating and more than 400 teachers were registered. The dialogue has taken place around research papers published in the best journals to address current problems derived from the COVID situation. In the poster we can see the webinars and their topics. For example, in the first one we read Harvard's recommendations to promote a safe return to school. One of the participants in this webinar commented, it is important to make plans in case of a new confinement in order to guarantee equity at all levels, food, internet connection, sanitary material. The second we read was the effects of the use of technology on children's empathy and attention. And we will continue. The next will be schools that open doors to prevent child abuse during COVID-19 confinement. And we will finish with this one that is promoting safe sexual relationship among adolescents in the 19 era. Thanks to all this training. Different groups of families, teachers, lunch monitors and volunteers who know the importance of promoting violence free environments. Were in charge of fostering a sense of community to fight the isolation of some families. They do this but by energizing the social network with positive messages of solidarity. By organizing online activities such as, for example, debates or films clubs where films were discussed. The teacher of this school that is called Las Colaica, Sarah, explained that through this group they want to promote relationships of support and friendship to ensure that no child was left alone. And to conclude, I would like to do so with the quote from Magda that she is the principal in the specific school that I was telling you before. I think that this is a clear example of how to break with the language of complain to move to the language of possibility. To create new actions that a school incorporates after the experience of confinement. To continue to take steps in working with the community. She says for us this confinement has been a gift. To be able to participate with all the families at the same time. Having the opportunity to do the LG's with another school. I never imagined that we could do this from home and with their families that we could be interconnected. And now I think about it and I say why not? It is so enriching and I think that this does open up views of a good future. We love each other so much and we put up the barrier that we are far away. We have other tools so for this is to for these tools that are the new technologies we can go virtually to our school and forget about the pain of the distance. We can have virtual volunteers, virtual families and to take the LG's outside the school hours. And we will do them at the time that everyone can and we will meet again. Thank you very much for your attention. We are expecting some questions to our speakers so please feel free to post them in the chat box. In the meantime, I already have one question to our speaker which sounds like how the school can be a hub to make science closer to the families. It's always important but even more during the pandemic. Anyone wants to? Rocio, would you like to answer? OK, I can contribute and then Blanca can can say also. Well, it's definitely an opportunity and even more important this time that if the schools like the research we have presented and all the examples that Blanca has just said. When the teachers access to the research, which is an open access and can be easily discussed by them and integrated in their everyday practices. Opening the school and involving the families and sharing with them the arguments. Why that is having an impact and making them aware and power them as also contributors and protagonists of that process. They can be one of the more important allies that we have to extend from the science that we have been incorporated in the schools and these are an amazing movement of schools and teachers across Europe. Then to extend beyond that. One of the movements that is currently representing this approach in Europe is one of the project I mentioned very briefly, but I would like to share with the people which is steps for CS, which is making steps for successful educational actions and every teacher, every family can register in that and and join that and can be getting closer to real examples that are already doing it. So that would be my point on that if we have time for other questions. Thanks. Thank you so much. Yes, we have a couple of more questions coming in. So the next question is who are the schools and what kind of training are they given? Well, the schools are a network of schools. We belong to a network. All of us belong to the seminars on the shoulders of genes. And in these seminars, we are trained reading the most important pedagogical books written. So that's why our names is on the shoulders of genes. And we also do it through pedagogical, literally pedagogical, dialogic gatherings. And in here we discuss about these books and we also are trained in aspects. For example, the importance of friendship and to prevent violence and other topics like that. So the most important is that we read these research papers that are the best published in the journals. And we are trying to talk always around these important research. One aspect on that point that Blanca was commenting on the training is so important. The partnership that we do from research from universities with the schools together to bring the best empirical evidence that we have so far to extend and to share that in the teacher training. So unfortunately, as we know the most effective teacher training programs are those who are based on evidence based education. And luckily now we have a lot of resources on that. So the commitment of the research as we collaborate and work together with the teachers is in professional development workshops from that dialogic approach and bringing those evidence we have provided to report social impact. Not every research can be very descriptive or can be just commenting on what is reproducing what we know. But the approach of the trainings provide those evidence which have had social impact and doing collaboratively involving as well the families in the teacher training in the training themselves to make a stronger collaboration. As Blanca was saying in the discussions and in sharing that common view and that common purpose of what we are doing. Thanks a lot. Thanks a lot to both Rocio and Blanca for your answer. And we have a next question. So one of our participants says it's very inspiring and thank you very much Rocio and Blanca. And I was wondering if teachers show barriers to the participation of families and vulnerable families specifically. And if this is the case, how can it be overcome? Yeah, that's a very important question. Maybe I can share what we know from research and then Blanca can add something from the experience. Yeah, I mean we have been experiencing sometimes that barriers to deal with and to open the class for traditionally schools have been in many cases and still across many countries close to that because of that fear and teachers are sometimes reluctant to that. But it's important to think one, bringing those scientific evidence. If they do, if they try and they have and now we have plenty of data and plenty of experiences as the network we mentioned in Europe that teaches who they're to open their classrooms to there to change their interactions and to it implies we need to review to check what we have been doing so far and how we have been approaching families. Sometimes teachers said, how can I involve families in my class if they don't come to the meeting? But then we need to rethink how we are approaching them inviting them just to listen what we have to say as a teachers or are making them participants in decision making for their children lives. And most importantly, when the teachers see the impact of those actions they improve the real improvements on the kids and on the families. That is a turning point. That is a changing. These practices and these evidence we have reported are possible because there are improvements. So that views always in children improvements, in children improvements is something that can contribute to overcome the resistances. So to show the teacher that this is possible, as example what we face, and then once they do according what the research has shown, they can experience themselves, those little successes that can become enormous as we have been seeing. From my experience, I would say that the most important thing is training and once we have this training and when you dare to open your class, you don't change it anymore because we really need help to attend the diversity that we have in our classes. So we need to open them. We need the help of the families. We need them. I think that we can open those doors in very different ways. We can give training to the families. We can have them as volunteers. For example, in some of these schools, we have been training the families because they have difficulties with the technology during the confinement. So one of the ways is to open the school just to train them. So they could be trained in this that it was a need for them. And we also have opened the school, for example, to lend them some devices and some materials because some of these students didn't have these devices. And we have also kept in contact with them by telephone or just trying to be connected to all of them. And I think that this is very necessary because we need them at the school and they are very important for the improvement of the education. Thanks a lot. Thanks a lot, Rocio and Blanca, for your answer. And we are running already a bit late. So I'll just address one last question because I see there is a strong interest in the topic. So the last question is who are the volunteers that worked for the projects, families, retired teachers, what are they? Well, the volunteers, most of the volunteers that we have are families. But sometimes, for example, in some schools, we also have ex students that come back to the school now as volunteers because some of them are in love with the project. And we also have training teachers sometimes, or other people from the community, people from the neighborhood also participate in these dialogic spaces. Yes, Rocio? Yes, as Blanca said, the more diversity we have in the volunteers, the better for the children because they engage to interact with many diverse people in different ways of talking or feeling or communicating emotions. And we have seen that diversity of volunteers in the way that the community is mobilized. But any person once committed with the project and bringing those high expectations and that willingness to improve children's lives can be a volunteer. So it's in a way to reducing stereotypes and to teething down elitism to the adults that are living around the children. So as Blanca said, that diversity and volunteers is really important. Excellent. Thank you so much. So I think we will draw this webinar to the end. Even though it was a really, yeah, it was really a really fruitful webinar and I truly believe that our audience enjoyed it a lot. And I could see very positive feedback in the chat box. So I want to thank our speakers and all organizers for making this webinar such an interesting contribution. So thanks again for joining us today. Thanks to speakers for such a great contribution and for our audience to be together with us today. Thank you so much and have a wonderful evening. Goodbye.