Conference Program

Educational poverty is a critical dimension of child poverty; by depriving children of equal opportunities, it creates economic, social, and cultural gaps that are often difficult to bridge (Meo, Unicef, 2022). As a multidimensional concept encompassing both cognitive and non-cognitive aspects , and drawing on the Capability Approach (Sen, 1997), educational poverty represents a fundamental deprivation of a child's opportunity to learn, experiment, and realize their potential.

To address this, the 2020–2021 Italian School Plan introduced the "Community Education Pact", a strategy designed to strengthen the education system by mobilizing local territorial resources. This paper analyzes the multi-year implementation of such a Pact at the Spirito Santo Comprehensive Institute in Cosenza (Calabria, Italy). The research adopts a qualitative methodology, utilizing monitoring documentation, semi-structured interviews with third-sector practitioners and school leadership, focus groups with teachers, and direct observation of co-design meetings.

The Pact, "Noi di CUSE’ – Costruire Un Sogno Educativo," now in its fifth year, emerged from a synergy between school management and local associations, involving the University of Calabria and various third-sector actors (Licursi, Marcello, 2025). The intervention aimed to transform the school into an open educational space for the entire neighborhood, though it faced significant hurdles, such as limited engagement from the local Municipality.

The research focuses on two guiding questions: Has the Pact successfully fostered the construction of an "educating community"? And has it shifted the professional awareness of school and association staff regarding the co-definition of interventions against educational poverty?. Findings reveal a complex landscape: while critical issues persist—particularly in maintaining co-design logic as the number of actors and resources increases—significant positive shifts have emerged. These include a transition in teacher attitudes from initial wariness to active collaboration, the repositioning of the school as a hub for family participation, and the enhanced ability of practitioners to intervene in school dropout through community outreach and co-presence in the classroom.