The structural and attitudinal factors of an educational center and its professionals carry more weight in the degree of family participation than the families' personal circumstances. This is the main finding of the report led by the UdL.
“"The educational level, socioeconomic level, and geographic origin, which one might think are relevant, are less so than other factors"
The research challenges the traditional scientific literature that has associated educational level, cultural capital, and socioeconomic status with greater family involvement in children's education.
The researchers emphasize that these results highlight the importance of promoting inclusive school policies and teaching strategies aimed at strengthening trust and shared responsibility among all involved actors.
Normative frameworks are not enough; it is necessary to open doors to advance inclusion, democratization, and the improvement of the educational system
