As teachers and educational staff, we always strive to help students become successful individuals equipped with the knowledge, skills, and attitudes needed to find their place in society. Since today’s world is highly diverse and multicultural, promoting tolerance, inclusion, and respect in education has become an essential objective for schools and adult education providers. Encouraging empathy and open-mindedness can positively influence both learners and society as a whole.
The new edition of the course “Diversity in the classroom” took place in Tenerife from 03/05/2026 to 09/05/2026. Participants joined from across Europe, OBS de Plantage in The Netherlands, Scuola Alighieri D’Aguirre and Istituto Comprensivo Statale “Anastasio De Filis” – Terni in Italy and Dún Laoghaire Education and Training Board (DDLETB) in Ireland, Europaschule Rheinberg in Germany, and from KMD Herbststrasse in Austria.
The course began with an exploration of identity through a creative and practical activity. Participants drew self-portraits representing both their visible characteristics and their personal values and inner qualities. This exercise encouraged reflection on how identity shapes the way we see ourselves and others.
.The programme also addressed challenges linked to cultural diversity. A TED Talk inspired discussions about the importance of asking “Where are you local?” instead of “Where are you from?”, highlighting that identity is influenced by many interconnected cultural and social factors.
Participants also explored the topic of stereotypes, discussing how they are created, their effects, and how they can lead to prejudice and discrimination. Through storytelling activities, teachers reflected on the impact stereotypes may have in educational environments.
Another important aspect of the course focused on awareness and respect. Through simulations and critical thinking exercises, participants explored how personal values and experiences influence perceptions of reality and relationships with others.
The topic of belonging and exclusion was also examined. Activities helped participants understand the emotional effects of exclusion and the challenges involved in building inclusive group dynamics.
Finally, the course focused on empathy and emotional awareness. Participants reflected on emotions and learned strategies to help both teachers and students better recognise and express their feelings.
Overall, the week combined learning, practice, reflection, and intercultural exchange, providing participants with new perspectives and practical ideas to promote diversity and inclusion in their own classrooms.
