Improving the whole school climate of Convivencia

The improvement in convivencia in schools is identified as the most effective and positive way to improve inclusion.

To achieve this, ICAM applies the techniques developed by their previous AAB programme which improves convivencia in schools by training ICAM school leaders in whole school development of 12 aspects of school organisation shown to have the most direct influence on creating the climate of convivencia. The training, which is cascaded to all staff in schools, includes restorative approaches to conflict resolution

The 12 areas of school organisation that most contribute to creating Convivencia are:

Awareness of the past and present experiences of CAM and their possible effects.
Regular reviews of the school’s effectiveness in including CAM.
Effective whole school policies and strategies for the inclusion and support of students including appropriate language support for CAM.
High quality school leadership for development.
Effective strategies for the induction of new CAM into the school community.
Effective strategies to ensure the safety and the wellbeing of students in and around school.
A school formal and informal Social and Emotional Learning (SEL) curriculum designed to improve learning behaviour.
Additional support for CAM’s SEL and general wellbeing.
Support for staff, including continuing professional development for the inclusion of CAM.
Involvement of students throughout the school in supporting each other and the inclusion of CAM..
Support from, and help for, CAM’s parents / carers on continuing SEL in the home.
Involvement of the local community to enhance the inclusion of CAM.

√ The ICAM review identifies the strengths of schools in each of these 12 areas for creating convivencia.

√ Schools choose which of these 12 areas to develop.

√ The ICAM materials provide resources to support school and improve convivencia in each of areas the choose to develop.

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