This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.

This article analyses a case study on Moroccan mothers’ involvement in the Dialogic Literary Gathering (DLG) in an urban primary school in Catalonia (Spain). DLG is a dialogic learning environment that improves reading skills and communicative abilities and promotes school–community links. This activity has been identified in previous European Union (EU)–funded large scale research, the INCLUD-ED project, as a successful educational action. Children’s results in standardised tests reported a significant improvement in communicative skills over the academic year. The case study highlights evidences on how this action contributed to transform family interactions at home. Discussions about classic works of literature were transferred to the child–parent interactions and were part of their daily lives. According to the data analysed, this experience affected mothers’ and children’s motivation to read and helped migrant mothers to improve the language acquisition of the host country. Mothers confirmed becoming more able to understand the schoolwork of their children and they felt more confident to help them with their homework.

The critical communicative methodology (CCM) is based on the premise that each person, regardless of their educational, cultural, or socioeconomic background, possesses cultural intelligence. That is, they can analyze their experiences of being excluded and propose ways to reverse their situation. In this article, we explore the fact that everyone, regardless of background, can help to develop scientific knowledge, and this is essential in transforming the situation being studied. To illustrate this, we examine a case in which families from cultural minority groups become involved in transforming their neighborhood school. We also show how the CCM made it possible to include the knowledge and interpretations of these community members through egalitarian dialogue with researchers. The knowledge obtained from this dialogue calls into question the dominant discourse in Europe, which states that having high proportions of migrant students in schools will have a negative effect on both academic results and living together.

Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools – the dialogic model of prevention and resolution of conflicts (DMPRC) – in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.

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.