The science of dialogic teaching and learning has especially flourished over the last four decades across age-groups, cultures, and contexts. A wide array of studies has examined the uniqueness of dialogue as a powerful tool to lead effective instructional practices, transform the socio-cultural context and people’s mindsets, among many others. However, despite the efforts to extend the benefits of this approach, certain difficulties exist which have hindered the consolidation of dialogic pedagogies in the classroom. This review discusses the implications for social impact of the scientific developments on dialogic teaching and learning. Particularly, an overview of the state of the art on dialogic education is presented. Social improvements in academic attainment and social cohesion are some of the fundamental issues discussed. Those are especially relevant to address crucial needs in education and solve some of the most pressing social problems. A communicative mix-methods approach emerges as one of the critical aspects of this field of research in educational psychology to achieve social impact. Some limitations, such as teachers sustaining different forms of monologic discourse, and challenges for a broader impact are discussed in this review.

Bullying among peers in schools is a growing problem affecting children and adolescents from an early age worldwide. The consequences of bullying victimization in the emotional development of children and youth and their academic achievement are adverse for them and the rest of the school community, with its negative impact extending into the mid and long run. TheZero Violence Brave Clubis implemented in schools in the framework of the Dialogic Model of Violence Prevention, a successful educational action according to the INCLUD-ED project [Strategies for inclusion and social cohesion in Europe from Education] (6th Framework Program of Research of the European Commission). TheZero Violence Brave Clubhas decreased peer bullying in schools by establishing and cultivating a culture of zero tolerance to violence in educational centers located in diverse socioeconomic and cultural contexts. This evidence-based intervention is grounded in the principle that only the person who denounces violence suffered by a peer and takes a stand always on the victim's side—and those who support her or him—against the aggressor can be considered brave. This article reports a qualitative study of theZero Violence Brave Clubas a successful intervention in seven schools in Spain. The schools are diverse in terms of public or private ownership, religious or lay background, and population served (different proportions of cultural minorities and students with special needs), challenging the misconception that the impact of educational interventions depends on the context. Interviews were conducted with teachers in the schools implementing theZero Violence Brave Clubin their class, using the communicative methodology of research. The results shed light on specific mechanisms through which theZero Violence Brave Clubprevents and responds to bullying in schools, such as emptying ofsocial attractivenessany aggressive behaviors or attitudes. Benefits on mental health and psychological wellbeing are also reported.

Violence-free family ties, non-violent peers or attachment to society have been pointed out as protective factors against different types of extremism and violent radicalization by international literature. However, more detail needs to be provided about which specific aspects within these realms (friendship/family/community) are effective in challenging violence and how they operate in practice. Recent research conducted under the framework of the PROTON project (Horizon 2020) has analyzed the social and ethical impacts of counter-terrorism and organized crime policies in six European countries. In this article we discuss some identified common features among practices that, developed by organized actors operating at the local level (e.g.: grassroots-based associations, educational institutions, other type of organized networks for prevention, NGOs), are contributing to preventing youth violent radicalization, a phenomenon of growing concern in Europe and beyond. Standing on a solid rejection to violence, these shared features are the following: a bottom-up approach in setting allies with key stakeholders from the community or/and family members to intervene; the promotion of trustworthy and healthy friendship relationships; debunking the lure surrounding violent subjects (“false heroes”) and violence in the different contexts, especially in the socioeducational one.

Ageism has a tremendous negative impact on elderly persons and society. Discrimination against the elderly is a driver of health and social inequalities. The COVID-19 pandemic has posed new social and health challenges regarding resource scarcity and shortfalls. Under these difficult circumstances, discourses excluding, and discrimination against, older people have aroused. This article gathers evidence on hospital healthcare experiences of older people infected by COVID-19 during the pandemic outbreak in Spain and it analyzes elements that have positively influenced older patients’ perceived health and well-being. We conducted nine qualitative in-depth interviews in Madrid—one of the regions of Spain most affected by COVID-19—with older people that were hospitalized and recovered from COVID-19, family members of old patients infected with COVID-19, and nurses that attended infected older patients. Findings show the challenging experiences faced by older people who were hospitalized due to COVID-19, on the one hand, and the relevance of transformative aspects related to family relationships, solidarity actions, and humanized care that overcame age discrimination, favoring social and equity healthcare for the elderly on the other hand.

This article analyses the involvement of Moroccan women in the process of implementing the dialogic model of conflict prevention and resolution. It explains the process of transformation of a school in an underserved area in Catalonia seriously affected by the economic crisis and with a foreign population totalling 85%, of mostly Moroccan origin. Through a case study, elaborated following the precepts of the communicative methodology, (1) we identify some of the elements that promote the effective participation in school by Moroccan women, and (2) we explain the impact that the participation of these women has in the prevention and resolution of conflicts inside and outside the school’s walls. The research with these women allowed us to delve into the process of transformation that these women have promoted and how the egalitarian dialogue that they have initiated has enabled this transformation. Moroccan women have found in the school and its dialogic organization a driver of the transformation of interactions. This study shows how, from the school, new dialogic spaces are open to the participation of all neighbours and how these women are involved in contributing to the improvement of coexistence both inside and outside the school.

Background: Men who develop behaviors connected with the model of hegemonic masculinity present several health problems. Previous research has shown the types of problems that men commonly suffer in this regard such as chronic diseases, dietary disorders, and traffic accidents. To combat and overcome this situation, several campaigns, policies and recommendations have been undertaken, and consequently, their influence has been analyzed. However, there have been few investigations into the role of men’s friendship in the reduction of these physical health problems. The findings presented in this article are focused on this issue, illustrating the impact of male friendship on the shaping of healthy behaviors. Methods: Drawing upon a qualitative-based methodology articulated in a case study of the Men in Dialogue association, located in Spain, the study has followed the premises of the communicative approach, a total of 15 structured online open-ended questionnaires have been performed and analyzed. The median age of the participants is 37.5 years. Results: The findings show how men involved in Men in Dialogue are promoting a kind of masculine friendship that is improving men’s emotional well-being and, consequently, their physical health.