The authors summarize and discuss the meaning and implications of the main findings on curriculum, pedagogy, and school social climate interventions tackling social and educational inequalities. Further, they incorporate and discuss the implications of relevant findings from additional areas addressed by ISOTIS (Work Packages) focusing on the perspectives of families, on family support programs, on staff perspectives and professional development approaches, as well as interagency coordination.

Recommendations for educational policy and practice include, among others, the need to support every child’s right to use and learn his/her heritage language; the need to act upon the socio-emotional dimension of languages; and the need to build on partnerships and professionalism to design culturally sensitive and contextually-appropriate policies supporting heritage languages.

Authors discuss the need for programmatic policies that act upon (vs. react to) challenges associated with multiculturalism and all types of diversity. Such action requires a preventive stance within schools and education systems to support belongingness and the development of positive identities for all. To this effect, strategic, broad, and enduring partnerships are needed, meaning that teachers cannot be left alone to address inequalities and students, families, and communities should be supported in engaging in meaningful dialogue toward developing a shared vision of inclusive classrooms and schools in each community.