The project Bridge is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the Servicio Espanol para la Internacionalizacion de la Educacion (SEPIE). Neither the European Union nor the National Agency SEPIE can be held responsible for them. -- Number: 2025-1-ES01-KA220-HED-000359236 --
The BRIDGE Digital Museum brings together good practices, educational proposals and images that inspire reflection and action
Social Challenges
Analyse social challenges to intercultural dialogue, social inclusion and democratic cohesion
Good Practices
Discover experiences that generate social impact
Educational Space
Access teaching guides, activities and materials for the classroom
Documentary Photography
Explore the social challenges in a visual, reflective and educational way
BRIDGE Main Challenge: A.1. Structural and intersectional inequalities that shape inclusion and social cohesion
Kraków schools increasingly serve migrant and refugee students who may face language barriers, unfamiliar procedures, cultural differences and unequal access to information and support. Without dedicated mediation, these barriers can reduce participation, parental engagement, educational achievement and trust between families and public institutions.
The programme deploys trained intercultural assistants in schools as mediators, cultural translators and facilitators. They support students' adaptation, help families navigate educational procedures, strengthen two-way communication, build intercultural competences among staff and connect schools with municipal authorities and NGOs.
The Kraków Intercultural Assistants Programme is a community-based inclusion model for migrant and refugee students. Trained assistants work between schools, families and public institutions, supporting communication, adaptation and participation while building schools' intercultural capacity. Embedded in Kraków's long-term integration policy, the practice moves beyond one-way language support toward institutionalised mediation, shared governance and sustainable diversity management.
Migrant and refugee students can have formal access to education while still facing unequal participation because of language barriers, unfamiliar procedures, cultural differences and limited representation. Schools may also lack staff, mediation tools and intercultural competences, producing fragmented communication, weaker trust and social isolation.
Equal enrolment does not ensure equal participation. Effective mediation helps students adapt, gives families access to information and voice, equips schools to respond to diversity, and reduces risks of exclusion, misunderstanding and educational underachievement while strengthening trust in public institutions.
The programme addresses BRIDGE A.1 by reducing structural and intersectional barriers, A.4 by embedding intercultural mediation in school practice, and A.6 by enabling migrant families to participate more actively in educational decision-making and local inclusion processes.
Trained intercultural assistants work directly in schools. They mediate communication, explain procedures, support newly arrived students, engage parents, advise teachers and link schools with municipal services and NGOs. Workshops, multilingual materials, training and supervision build institutional capacity and turn inclusion into a continuous, shared process.