ISOTIS is a collaborative project funded by the European Union, which includes 17 partners and 11 countries. The project started in January 2017, and will continue until December 2019. ISOTIS aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities.



Dear reader,

We are happy to share the sixth Newsletter of the ISOTIS project!

Read more about our new publications and watch our recently released videos. Also, find out in which events our team will participate next. Join us!



• The early years of life, before entering school, were found to be formative for patterns of inequality in educational achievement between children from different socioeconomic backgrounds, and between children with and without a migration background. This is a central conclusion highlighted in the report Roots and development of achievement gaps. A longitudinal assessment in selected European countries, based on results from Germany, the Netherlands, Norway, the United Kingdom, and Italy. Read more

• Parents with a Romani, Turkish, North-African, and native low-income background were interviewed about their views and experiences with educational and support services, and experiences of integration and inclusiveness. In a first study, parents replied to a questionnaire, as described in the Technical report parent structured interview study. Procedures, instrument development, samples, and showcases. Read more

In a second study, a smaller group of parents participated in a more detailed interview, as documented in the Parent in-depth interview study: Technical report. The goal was to enable a better understanding of their experiences and practices of parenting. The interviews were conducted in the Czech Republic, England, France, Germany, Greece, Italy, the Netherlands, Norway, Poland, and Portugal. Read more

• Our team listened to children’s views on inclusion and well-being at school, and at identifying facilitating positive elements at school within cultural, religious and linguistic differences. The activities carried out to elicit children’s views are described in the Technical report on the child interview study: Children’s views on inclusion at school. This study undertook to contribute to enhance inclusive environments through children’s active participation. Read more

• The importance of trusting relationships between practitioners and families in programmes focused on family and parenting support was found to be one of the main success factors contributing to effective outreach. This finding was based on the study of programmes implemented in England, Germany, the Netherlands, and Portugal, described in the report Case studies of promising parent- and family-focused support programmes. The goal was to shed light on how the programmes overcame challenges, and ensured high outreach and process quality. Read more

• A strong institutional equity culture was found to be one of the important conditions to promote inclusiveness and belongingness in early childhood education and primary school, based on the study of interventions conducted in England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal. The report Case studies on curriculum, pedagogy, and social climate interventions tackling inequalities presents this and other key conditions to promote inclusiveness. Read more

• More professionals’ positive beliefs towards multiculturalism and multilingualism were found to go hand in hand with more culturally sensitive practices and better parent-professional relationships. This is one of the main conclusions in the report Internet survey among staff working in formal and informal (education) sectors in ten European countries. The survey was conducted in the Czech Republic, England, Germany, Greece, France, Italy, the Netherlands, Norway, Poland, and Portugal. Read more

• Public, private, and non-profit entities are playing an increasingly important role in the implementation of measures to promote inclusiveness, as highlighted in the report Interview study of service providers and coordinators on interagency coordination for children and families. This report presents the results of the interviews with heads of services, coordinators, and local government representatives on coordination between services for families, in the Czech Republic, England, Germany, Greece, Italy, the Netherlands, Norway, Poland, and Portugal. Read more



• Making family outreach a priority to tackle social inequalities in Europe is one of the central recommendations of the ISOTIS "Inventory and analysis of promising and evidence-based parent- and family focused support programs". Findings are summarized in a new blog post by ISOTIS researchers Sofia Guichard, Gil Nata, and Joana Cadima (University of Porto). Read the post and give us your feedback on FacebookLinkedIn or Twitter.



• How are linguistically and culturally diverse parents supporting their children's education? The ISOTIS team interviewed parents with a Romani, Turkish, North-African, and native low-income background about their views and experiences related to their children’s education. ISOTIS researcher Katrin Wolf (Free University of Berlin) and coordinator Paul Leseman (Utrecht University) tell us how these parents are supporting and engaging their children. They also highlight experiences shared by parents that need to be in the European public's attention. Watch video (video also available German/Deutsche)

• How is ISOTIS giving children a voice? Children’s perspectives are essential to understand their lives from their unique viewpoint, and to promote their participation in decisions affecting them. Our team listened to children’s views on inclusion and well-being at school. ISOTIS researcher Giulia Pastori (University of Milano-Bicocca) highlights the importance of giving children a voice, and tells us examples about how their views can be addressed. Watch video

• How to promote children’s sense of belongingness in inclusive schools? The importance of children’s sense of belongingness in inclusive classrooms and schools is highlighted in the ISOTIS inventory on promising curriculum, pedagogy, and social climate interventions. ISOTIS researcher Cecília Aguiar (ISCTE- Instituto Universitário de Lisboa) explains how the sense of belongingness of linguistically and culturally diverse children can be promoted, and how policymakers can support school professionals in this scope. Watch video. Also, check out the video with Cecília Aguiar addressing: what policies could promote the inclusion of students in Portugal?

• Interventions to support professionals regarding inclusiveness and multilingualism. In the current educational world, more and more professionals are faced with issues of inclusiveness and multilingualism – or the use of multiple languages – in their classroom or services. ISOTIS developed an inventory of promising interventions aimed to support professionals working with these issues. ISOTIS researcher Pauline Slot (Utrecht University) tells us about the lessons learned from this inventory. Watch video

• Coordination of services for children and families.The coordination of services for children and families can potentiate equality and inclusiveness. ISOTIS researcher Jacqueline Barnes (University of Oxford) explains how the coordination of services can make a difference in the lives of culturally and linguistically diverse children and families. The researcher also tells us about factors that can facilitate successful practices in this scope, and why it is still hard to implement them. Watch video



• The ISOTIS team held the second annual meeting at the University of Milano-Bicocca. Our colleagues shared input about the work developed on: gaps in educational achievement; experiences of diverse parents; promising approaches to promote the quality of family environment, inclusiveness in educational settings, and coordination between services; views and experiences of professionals; and implementation of the Virtual Learning Environment. The team also discussed strategies to involve and give voice to project stakeholders and participants. Read more



 • Our team will participate in the 18th Biennial EARLI Conference, in Aachen, Germany, on 12-16th of August. “Inter-agency working for inclusive education: Facilitating factors, challenges and impacts” will be one of the themes presented, based on the ISOTIS report about case studies of good practice in inter-agency working with young children and their families. More presentations will be conducted by ISOTIS researchers. Read more

•  "Early Years: Making it Count’" is the theme of the EECERA 29th Conference, which will be hosted by the Aristotle University of Thessaloniki, in Greece. Our team will conduct the symposiums: “Tackling language and cultural barriers in superdiverse environments. The ISOTIS multilingual Virtual Learning Environment for parental support, curriculum innovation and professional development”; and “Parental investments in children's learning and development”. More ISOTIS findings will be shared during the conference. Joins us! Read more

• “Roma and non Roma home environments: procedural and structural characteristics, family dynamics and children's rearing” is the theme that will be addressed by ISOTIS researchers at the 19th European Conference on Developmental Psychology, in Athens, from 29th of August to 1st of September. Read more

• How can (early) education and family support systems be improved to give all children a head start in life? How can we support the professionals working in these systems? What are effective models of interagency collaboration and local governance to increase equity and inclusiveness in our societies? These are the key questions of the international Equality and Inclusion conference 2019, which will bring together professionals, policy makers and researchers. The conference will feature ISOTIS, and other projects and studies on related issues. Save the date! Read more and register



Newsletters will be released at least twice a year. Stay tuned!

Visit us on

Facebook   LinkedIn   Twitter

Contact us at 

If you would like to contribute to this newsletter, please contact us.

ISOTIS: Giving voice to a diverse and inclusive European society.
Share your experiences! Participate!


This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 727069.