The University of Milano-Bicocca was a partner in the FAMI 3867 project “Reinventing Citizenship. Paths of capacitation of networks and social groups in the neighborhood of San Siro”, lasting one year (2023). UNIMIB was in charge of WP4 “Key citizenship competencies for the prevention of school dropout and exclusion”, an integrated capacity-building action aimed at teachers and educators from schools in the neighborhood. The path began with a phase of co-construction of the dialogue involving the 12 schools participating in the project (task 1) and continue with the implementation of an experimental action in the pilot school, IIS Galilei-Luxemburg (task 3, peer tutoring, and task 4, “cantieri di dialogo”), to arrive at training meetings that involved again teachers from the participating schools (task 5). The phases were accompanied by a series of co-design actions (task 2), that involved the University, the Cooperatives to which the experimental actions were headed (Comunità Nuova and Milano Mediterranea) and some teachers of the pilot school.

This paper presents the research results of the experimental action of peer tutoring, that is commonly considered a strategy aimed at activating a natural process of passing knowledge, experience and emotions from some members of a group to other members of equal status (Antonietti et al., 2003). Peer tutoring «can generate positive changes and enable participants to develop aptitude for initiative, goal setting and goal achieving, time and emotion management as well as empathy and the ability to establish relationships with others» (Schir & Basso, 2018), although in some contexts, the most fragile ones, it sometimes struggles to work (Cotza, Roncen, & Zecca, 2022).

The peer tutoring activities involved 17 students in grades III, IV and V and were mainly aimed at students in the first-grade classes, with the aim of preventing certain conditions prodromal to more or less explicit school dropout phenomena (AGIA, 2022). The process, monitored by 6 co-design meetings and led by Comunità Nuova, included initial training of selected peer tutors, welcoming laboratories in 10 first-grade classes, and the opening of an in-school listening and mutual aid space, the “Galileo Ascolta”, a space of students for students. The research supported the activities with: 23 observational reports and 5 focus groups, 3 with peer tutors (22 participants in total), 1 with teachers from the first-grade classes (8 participants) and 1 with educators of Comunità Nuova (5 participants). The focus groups were audio-recorded, fully transcribed and then analyzed through thematic analysis (Braun & Clarke, 2008).

The voices heard highlight the strengths and weaknesses of the role of the peer tutor, returning a well-rounded picture of peer education as a strategy for preventing school dropout and social exclusion. In line with the principles of the Student Voice movement (Grion & Cook-Sather, 2013), students’ perceptions and expectations, as well as their representations about school and the role of teachers, emerge. From a systemic perspective, the complementarity of voices then allowed interesting and important considerations about the relationship both between teacher and student and between school and Third Sector.

School dropout is a multifaceted phenomenon that goes beyond the extreme act of leaving school behind without getting a diploma (Besozzi, 2006). It has to do with episodes of compulsory school evasion, dropping out, repeated failures, irregular attendance, falling behind the regular age as a result of repeats, transfers and low performance (Zurla, 2004). Among those who “fall behind”, in Italy, students with migrant background are three times more at risk of dropping out of school or of experiencing some form of school hardship. In fact, in Italy in 2020, 35.4 % of so-called 'foreign' students experienced some form of early school dropout compared to 11% of natives (ISTAT, 2021). Nevertheless, the background of the migrant does not trigger early dropout, but rather the intertwining of multiple variables which can be compiled in three groups: Socio-economic factors, such as educational level of parents (Tarabi, 2015), belonging to single-parent families (Turner, Thiede, 2018), and geographical segregation (Rothstein, 2005); causes endogenous to the school, like peer relationships (Wang, Eccles, 2012), teacher relationships (Wolley, Kol, Bowen, 2019), and school structure (Smeyers, 2006); lastly, personal variables, such as mental health (Dinh et al., 2013), lack of engagement (Rumberger, 2011), special educational needs (Johnson, Altmaier, Richman, 1999).

Thus, in order to achieve a fair and equitable education, which succeeds in implementing actions to prevent school dropout, rather than “finger pointing” the migrant background of pupils, it would be desirable to implement a pedagogy of listening (Rogers, 1951), which stems from the personal experience of the children (Dewey, 1938) and values their cultural and linguistic heritage (Gibson, Bejinez, 2002; Grassi, Hanley, Liston, 2004). Given these theoretical assumptions, embedded in a transformative worldview (Mertens, 2009), this contribution aims to investigate whether and to what extent language and cultural enhancement practices have been implemented in the various extra-school services in the San Siro area. Furthermore, in order to answer the aforementioned question a qualitative method (Creswell, 2003) and an ethnographic methodology in educational contexts (Bove, 2019), hence, gathering data through participant observation, photo, and audio recordings, it has been adopted.

In conclusion, the study underscores the importance of implementing language and cultural enhancement practices in extra-school services to support students' educational journeys. Moreover, by making visible the use of language and cultural valorisation in educational services, or the lack of it, the research aims to understand the challenges and successes in integrating such initiatives, so that targeted interventions to promote educational equity and reduce dropout rates among students with migrant backgrounds could be developed.

The phenomenon of school dropout can take two forms: an explicit one, defined by Early School Leavers (ESL) or Early Leavers from Education and Training (ELET) who leave the education system with at most a lower secondary education diploma, and an implicit one, represented by those who complete compulsory education without acquiring the necessary skills to live in society (Council of the European Union, 2011; Eurostat, 2019; Ricci, 2019). Investing in education is therefore essential to promote educational and school success (full realization of potential, achievement of results; Glasman, 2007; Feyfant, 2014) and social cohesion, to break the "cycle of social disadvantage" (European Commission, 2013a; European Commission, 2013b; Psifidou, 2022).

School dropout is often linked to a condition of socioeconomic disadvantage, coming from environments with a low level of education, school rejection, or poor academic results, factors of labor market attraction, and/or a combination of social, psychological, and educational problems that put the person at risk (Council of the European Union, 2011). To address it, an early and multidisciplinary approach is necessary (AGIA, 2022): human development is the result of a reciprocal and complex interaction between the systems that define the environment in which the child grows (Bronfenbrenner, 1979). Among the actions promoted are teacher training, parent participation in school life, integrated, coherent and timely actions between sectors, and an integrated governance system (Council of the European Union, 2011; Camera dei Deputati, 2014; MLPS, 2017; Milani, 2019; AGIA, 2022).

The research we intend to present originates from a training initiative by ULSS 9 Scaligera (VR) addressed to FISM preschool teachers, aimed at reinforcing the school-family-services partnership, one of the devices implemented within the P.I.P.P.I. program. The Program for Intervention in the Prevention of Institutionalization (born from a collaboration between the Ministry of Labor and Social Policies and the University of Padua) promotes the innovation of practices towards families whose children experience family neglect, integrating social, health, and educational-school areas (Milani, 2018). Starting from the training action of ULSS 9, in the implementation of P.I.P.P.I., the research-action-training we intend to develop aims to promote the active involvement of FISM teachers in the prevention and early recognition of situations of vulnerability, with an integrated and shared approach with social, educational-school, and socio-health services. The process will involve around ten teachers from different FISM preschools and an equal number of families, during the years 2024-2025, with the aim of supporting teachers and service operators in learning a method of co-construction of a shared project for each child and family (involved as active participants) in situations of vulnerability. Activities will include ongoing support and monitoring, thematic deepening, interviews, questionnaires, well-being assessment activities for the children. Monitoring tools will include the RPMonline platform and the theoretical framework "Il Mondo del Bambino" (both used in the program), assessments, and micro-projects.

With this research, in summary, we expect to promote communication and collaboration between school-family-services, following a co-educational approach, to develop early recognition strategies for situations of vulnerability and promote the success of every child.

School dropout is a complex phenomenon related to the discomfort and the disease students may experience in their educational paths, showing in various behaviors (Gulli, 2008). Influenced by socio-economic, cultural, and institutional factors, school dropout adversely affects both individual and collective development (Batini, 2016; Zecca, Passalacqua, Ribis, 2020).

The project "Oltre i confini. Un modello di scuola aperta al territorio", led by Cidi di Milano and selected by Con i Bambini to contrast educational poverty among minors, involved 70 entities, including 45 schools, across 9 Italian networks. It aimed to foster synergy between schools, public institutions, and the third sector, examining strategies and policies for an "alliance between school and territory" (Martini & Trivellato, 2011). The project's goals were to enhance student engagement and reduce dropout rates through innovative teaching methods. Adopting a systemic approach (Giosi, 2011), it focused on students as central figures within a complex network of influences and relationships, emphasizing both individual and structural aspects of the educational environment (Batini, 2016). The evaluation of "Oltre i Confini" was conducted by Università di Milano Bicocca, in collaboration with Cidi di Milano and Università Statale, outlining the comprehensive framework, including study objectives, research questions, and phases.

The qualitative approach led by Università di Milano Bicocca involved collecting data through interviews and focus groups from principals, coordinators, and students, creating targeted samples, and developing multiple case studies. Grounded Theory (Guba & Lincoln, 1989) was employed for data analysis to identify qualitative indicators and understand various experiences.

Initial findings, derived from interviews and focus groups with school principals and referring teachers, revealed that, from their perspective, integrating schools with their territories and adopting innovative educational practices and innovative classroom settings significantly boosted student engagement and mitigated inequalities, despite the challenges due to geographic allocation, teacher’s turnover and the difficulties in the implementation and scalability of the project. These results become even more relevant considering the PNRR, which dedicates considerable resources to preventing and combating school dropout, emphasizing the need to extend and reinforce inclusive educational practices to benefit a broader range of students and institutions (Decreto Ministeriale 24-06-2022; Investimento 1.4 del PNRR).

School dropout is a multidimensional and multifactorial phenomenon (Colombo, 2010), influenced by endogenous and exogenous factors. Addressing this issue therefore urges a holistic (Bronfenbrenner, 1989), multidisciplinary and systemic approach (AGIA, 2022), involving multiple stakeholders, including families (Epstein, 2001).

In a super-diverse educational scenario (Vertovec, 2007; Zoletto, 2023), the lack of effective communication and collaboration between schools and families tends to negatively impact the quality of the school experience for boys and girls (Epstein, 2001; Colombo & Chantal Tièche Christinat, 2017). This is particularly true in the case of vulnerable families, where students are at risk of “double invisibility” (Sayad, 2001) and “cultural segregation” (Rogoff, 2003), as attested by the dropout rate of students with migratory backgrounds.

Our contribution draws on the results of a research conducted with WP4 Task 1, titled “Mapping the socio-educational and didactic needs and resources of students with migratory backgrounds, families/caregivers, teachers”, of the FAMI 3867 project, “Reinventing Citizenship: Paths of Empowerment for Networks and Social Groups in the San Siro Neighborhood”. The study employed two qualitative data-gathering methods, focus groups and interviews, to shed light on the perspectives of families in relation to their children’s schooling experiences, with reference to a specific pilot secondary school within the San Siro neighbourhood in Milan, Italy. The objectives of the research project were the following:

• to give voice to parents regarding their children's school experience and concerning critical issues, resources, and improvement perspectives from their viewpoint;

• to explore their opinions and student’s experiences at school, particularly concerning the theme of dropout, school well-being, and the school-family relationship;

• to create contexts for discussion among parents within the school;

• to lay the groundwork for a generative dialogue involving teachers, parents, and students.

Parents’ perspectives were elicited both in an individual setting through four in-depth interviews and collectively, through focus groups, involving 36 parents.

The focus group method was chosen not only for its heuristic value but also for its (trans)formative nature (Baldry, 2005; Bove, 2009). To leverage this affordance, the meeting took place online, allowing a more significant number of parents to participate. Given the unexpected high participation, after a brief presentation of the project, the group was split into two subgroups to facilitate discussion, later reuniting in conclusion. The discussion revolved around the following key issues pertaining students’ experiences at school: students’ and parents’ involvement or disengagement; strengths and weaknesses of the school; school-family relationships; intercultural issues. Finally, parents were invited to participate in a pilot-experience of student-parent-teacher’s dialogue within an Artistic Committee.

The results of the thematic analysis of interviews and focus groups will be presented, highlighting parents' representations of school dropout and its factors, the relationship between school and families, and the need to develop contexts to promote systemic dialogues between students, teachers and families.