Empowering social inclusion through cultural engagement and student support

Organisation piloting the Good Practice

SHMLT “Arkitekt Sinani” Mitrovica Lindita Muja

Country

Kosovo

Description of the good practice

In their final year of secondary education, our school organizes visits to historical monuments in different countries, funded by the school itself. This year, students went on a trip to Albania.

Including students in cultural activities and supporting their socialization in society is very important.

The main purpose of this cultural visit was to ensure that all students in my class could participate fully in society and experience culture in a meaningful way.

Additionally, students who tend to isolate themselves benefit from these activities, as they help build self-confidence and make students feel valued and important in their cultural contributions and to society.

Relaxing activities and a break from students’ everyday school routines increase their willingness to learn and foster curiosity for new topics.

To include all students in this visit, it’s essential to:

Inform them about the purpose of the visit, which also increases students’ curiosity and eagerness to participate.
Engage in conversations with students about national cultural heritage and UNESCO-protected sites to inspire interest in learning more about history.
Discuss the importance of protecting and preserving national historical monuments.

With parental approval, individual conversations and motivational support are provided, especially for introverted students who may initially be hesitant to join the group on the visit.

Background

The practice was implemented to help students regain their self-confidence and become comfortable participating in groups. The goal is to prepare them to take part in various social activities and to be better equipped for professional practices as part of their school experience.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

Clear Communication: Notify students about the planned cultural activity, including its purpose and schedule.
Identify Target Students: Focus on identifying students who are more reserved, lack self-confidence, or are often unaccompanied.
Practice Activities with Visual Aids: Use various images for students to select based on how they feel, helping them express themselves (a practice adapted from Luovi).
Parental Notification and Approval: Inform parents about the activity and obtain their consent.
Provide Detailed Information: Ensure students are informed well in advance about the visit details, including what they will be visiting and the visit’s timing.
Notification of Supervision: Inform students that they will be accompanied by their classroom teacher and school management throughout the trip.
Logistics and Planning: Announce the arrangements for transportation, hotel bookings, and allow students to choose their roommates. Ensure students with specific needs are supported, and provide a clear agenda outlining the monuments to be visited.
Individual Support for Hesitant Students: For students who are hesitant to join, provide individual information sessions, including photos and videos of the castles and historical monuments to spark their interest and familiarize them with the locations.

Target group/s of the practice

Primary target group: Students who lack self-confidence, are introverted or withdrawn, and those facing other social or emotional challenges.

Number of students involved

This practice initially involved three students who were identified as having low self-confidence, introverted tendencies, or social challenges. These students received focused support and encouragement to participate in group activities and cultural visits, helping them to build confidence and feel more included in social and educational experiences.

Benefits, impact on the students and learning outcomes

Benefits

The students with low self-confidence and social challenges showed significant improvement after ongoing supportive conversations, eventually deciding to join the group for the cultural visit. Key outcomes and impacts include:

Social Integration: They agreed to share a room with three other students, engaging in social interactions throughout the trip.

Cultural Awareness: Students gained knowledge about historical monuments and cultural heritage, including the importance of preservation.

Participation in Social Events: They actively participated in activities, including dancing with peers at social gatherings in the hotel.

Increased Social Confidence: After the visit, these students began sitting and socializing with others, with noticeable improvements in their confidence and demeanor.
Professional Development: Upon return, they were placed in an IT company for an internship, working in groups—a unique opportunity they had not previously accessed.

Progress in Skills and Collaboration: The internship, held twice a week, has fostered growth in their technical skills and group collaboration. Observations show increased engagement and skill development in the field of IT.

Positive Emotional and Social Development: Their emotional well-being and self-esteem have improved, and they feel more valued and supported in both educational and professional settings.

The internship continues until December 24, after which they will transition to another company to further build their skills and confidence.
Throughout the internship, they are actively enhancing their skills in the field of IT, showing progress not only in their technical abilities but also in their overall emotional well-being.

These experiences have contributed to the students feeling valued and supported in their educational and professional journeys.

Suggestions for future users of this good practice

All students can benefit from this practice, including:

Students with special needs
Students in regular education
Introverted or isolated students
Students lacking self-confidence

To maximize the effectiveness of this approach, it is essential to:

Provide motivation and support to all students, ensuring they feel encouraged to participate.
Offer regular feedback to help students recognize their successes both in their internships and within the classroom setting.
Create an inclusive environment that fosters collaboration and understanding among all students, enhancing their overall learning experience.

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro