Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

Recent scientific literature has published about the Isolating Gender Violence (IGV), the violence exerted by harassers against those who support their victims. IGV provokes suffering to advocates with health and well-being consequences that have been analyzed by more recent research; but IGV provokes also suffering on the victims of gender violence when they see the suffering of those who have supported them and also for their isolation. Thus, the aim of the present study is to explore the health and well-being consequences of IGV on gender violence survivors. The methodology includes three narratives of gender violence survivors whose advocates supporting them were victimized by IGV. The results show, on the one hand, an increase of the health and well-being effects of gender violence already analyzed by scientific literature; on the other hand, new health and well-being effects appear. All survivors interviewed say that, besides those new consequences for their health, the support of those advocates has decreased the global health effects of the total gender violence they suffered.

The scientific literature has identified an attraction toward models of masculinity marked by abuse and domination in teenagers’ sexual and affective relationships. Given this reality, greater insight is needed on the mechanisms that lead young people to choose this type of relationship. In theory, different authors argue that as a result of the disassociation between goodness and attractiveness a profound crisis of meaning is found. A study conducted with the Critical Communicative Methodology, particularly, through the use of communicative data collection techniques has led to gather evidences of this crisis, particularly how it is interplayed by the opposition between a language of ethics versus a language of desire. The use of communicative daily life stories and communicative focus groups allowed not only to identify this separation but also those elements that contribute to overcome it.

Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem; however, few studies have analyzed the contribution of interactive learning environments to gender-based violence prevention. This article attempts to fill this gap by showing the impact of Dialogic Feminist Gatherings on the preventive socialization against gender-based violence toward adolescent girls (aged 15–18) who are in out-of-home care and living in shelters—part of the institutional protection system—for different reasons that are primarily associated with violence and a lack of family protection. This qualitative study was conducted using the communicative methodology involving fifteen daily life stories that analyze the dialogues and reflections produced among the girls during Dialogic Feminist Gatherings. The results show the acquisition of competencies in aspects such as attraction, election, and equality in sexual-affective relationships. These dimensions, when developed through Dialogic Feminist Gatherings, are consistent with the scientific literature that characterized them as protective factors against gender-based violence. This study concludes by contrasting participants’ daily life reality with scientific evidence, which makes possible new methods of the preventive socialization against gender-based violence for adolescent girls in out-of-home care.

The Dialogic Inclusion Contract (DIC) makes it possible to build a dialogue between the international scientific community and the knowledge derived from the experiences of social agents. This article presents the theoretical underpinnings and the process of developing and implementing the DIC. A case study of a primary school in a disadvantaged area illustrates how the DIC helped transform an isolated and impoverished neighbourhood into one with more hope and prospects. In this case, the DIC led to the implementation of successful actions that improved students’ academic achievement and school attendance as well as relationships between students and between the school and the community. Now, given the very positive results of the DIC in the school, the community around it has decided to transform the entire neighbourhood following the same approach. Evidence from this school indicates that all voices must be included in any effort to overcome ghettos.