IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

Background: This project is a collaboration between the Israeli Ministry of Education, the Ministry of Welfare, local authorities, and the Arab College, aimed at promoting inclusive education in Arab communities. It focuses on empowering educators to strengthen students’ socio-emotional and cognitive development and sense of belonging through a multi-stage intervention. The program engages teachers, school leaders, counselors, social workers, and psychologists to develop a shared language of inclusion and enhance interdisciplinary collaboration. Training integrates culturally responsive pedagogy with therapeutic approaches, emphasizing emotional awareness, the self as a professional tool, and practices such as case analysis and reframing. Within schools, leadership teams are supported to improve school climate, resource use, and home–school partnerships. Methods :The research follows a three-stage model and employs mixed methods, including observations, interviews, document analysis, and surveys of school principals assessing changes in perceptions, collaboration, and professional efficacy. Findings and Conclusions: Findings indicate strengthened collaboration, increased educator self-efficacy, and improved student persistence alongside more consistent emotional dialogue. The study highlights the role of schools as key agents in reducing marginalization and shows how culturally adapted, collaborative approaches can transform both professional practices and students’ educational experiences.