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.2. Gap between regulatory frameworks, institutional discourses and actual inclusion practices
Across Europe, EU and international frameworks guarantee every child the right to education regardless of migration status, yet schools, reception centres and care facilities lack the evidence-based tools, trained personnel, community engagement mechanisms and psychosocial support structures required to make that right operational for refugee and migrant children.
REFUGE-ED implemented Successful Educational Actions together with Mental Health and Psychosocial Support practices across 46 pilot sites in six countries. A dialogic co-creation methodology allowed each educational community to diagnose its own deficits, select the practices to adopt, and adapt and evaluate them together with children, families and educators.
REFUGE-ED (January 2021 – December 2023) was a Horizon 2020 project coordinated by Universitat Autònoma de Barcelona with nine partners across Spain, Italy, Bulgaria, Greece, Ireland and Sweden. It combined Successful Educational Actions with Mental Health and Psychosocial Support in 46 pilot sites, including schools, reception centres and refugee camps, using a dialogic co-creation methodology through which children, families and educators decided together which practices to adopt, adapt and evaluate.
The exclusion of refugee and migrant children from effective educational inclusion. Teachers report feeling unprepared to work with traumatised children, schools lack structured protocols for community participation, language barriers impede parental engagement, and psychosocial support remains disconnected from educational practice, so inclusive mandates are never operationalised.
Refugee children face disadvantage along several axes at once: as migrants, as children, as speakers of minoritised languages and frequently as bearers of trauma. Interventions that address academic outcomes or psychosocial needs separately leave that intersecting reality unaddressed.
It addresses Level A Challenge 2 by supplying the operational infrastructure that inclusive frameworks presuppose: evidence-based practices, trained educators, community participation mechanisms and a shared evaluation framework, all tested across six national contexts.
Four phases at each pilot site. A needs analysis through focus groups with the educational community; a co-creative selection of the Successful Educational Actions and MHPSS practices matching local deficits; training delivered online and on site in language-inclusive formats; and implementation, continuously adapted through follow-up meetings, wrap-up assemblies and Communities of Practice and Learning.
Lessons learned and best practices report
Educational resource
The project’s lessons learned and best practices report, systematising what worked and what did not across all project phases and pilot settings. It draws on the fieldwork documentation produced in the six countries, including over one hundred distinct evaluation activities such as focus groups, interviews, wrap-up meetings and open assemblies, and presents the evidence gathered on the interconnection between wellbeing, sense of belonging and academic success. The report is publicly available and is addressed to educators, institutions and policy-makers seeking to transfer the approach to other contexts.
Teaching staff, Researchers, Professionals
REFUGE-ED DISSEMINATION PACKAGE
Digital publication
The REFUGE-ED Dissemination package is an important tool for effectively fulfilling the objective of “increasing EU citizenship benefits” derived from the project, supporting members of the consortium in communicating with stakeholders, making information about the project, its partners, and activities available in the public space, and to disseminate results. Dissemination is a continuous and a progressing activity within the project. Therefore, the dissemination package has evolved throughout the project lifetime, from before the kickoff meeting to the current package as presented in this deliverable, and it will continue to evolve during the last months of the project, as many of the main project outcomes will be presented at events and in the Brokering Knowledge Platform after the submission of this deliverable. Further documents, such as news, events, blog posts, information about the project, etc. can be found on www.refuge-ed.eu
Teaching staff, Researchers, Professionals, Policy Makers
Tools for training, social exchange and co-creation in inclusive and supportive learning environments for dynamic integration: existing resources and pending challenges.
Digital publication
The primary objective of this report is the mapping and review of existing tools for training, social exchange and co-creation in Mental Health and Psychosocial Support (MHPSS) and across Successful Educational Actions (SEAs), with emphasis given to tools that address the needs of children, families and communities with a migratory or multicultural background, specifically in the European context. Project partners have worked together to define, test, refine and finalise criteria for tool identification; review the tools using a peer approach and finally select tools for inclusion in the report. Twenty-seven tools were initially identified for the MHPSS collection, and 23 for the tools for Education collection. Following a further refinement, this was reduced to a final inclusion of 19 MHPSS tools and 12 Education tools. A general overview of the resources, followed by an analysis of their strengths and gaps are included for both topic areas, with brief recommendations for use. This mapping will contribute to the development of the Brokering Knowledge Platform which is the primarily intended output of the REFUGE-ED project.
Teaching staff, Students, General Public