Conference Program

There is extensive scientific evidence on the improvement of educational results achieved by schools from very different contexts implementing Successful Educational Actions (SEAs) (Ruiz-Eugenio et al., 2023; Soler, 2015). A growing body of literature has also shown that schools within the same region implementing these evidence-based actions obtain significantly greater improvements than other schools serving similar populations (Flecha et al., 2025). However, there is a need for more scientific literature analyzing the longitudinal trajectories of adults who completed their primary education in schools implementing SEAs, particularly regarding how such schooling may contribute not only to academic achievement but also to democratic citizenship.

For the first time, this paper presents longitudinal evidence from five young adults with successful academic and professional trajectories who studied in a primary school implementing SEAs in a very low-SES neighborhood in a Spanish municipality. The school is located in a context historically affected by structural inequalities linked to poverty and social exclusión, with a majority of Moroccon and Roma population. The five Young adults are first-or second-generation immigrants from Morocco. We conducted in-depth interviews within the framework of the 1st Conference of Role Models organized in Spain, where these young adults reflected publicly on their educational and life trajectories. The analysis focuses on how they interpret the contribution of their primary schooling to their later success.

Results indicate that the five participants attribute both their academic and professional achievements to their experience in this school, in particular to participating in the SEAs implemented in it. They have completed university degrees in fields such as mechanical engineering, computer science, and statistics, and have entered qualified professional careers. They explain that participating in SEAs such as Interactive Groups or Dialogic Gatherings not only enabled them to achieve excellent academic results and develop a strong culture of effort, but also fostered solidarity, teamwork, mutual help, and high expectations regarding their futures.

Importantly, participants highlight that the school functioned as a democratic learning community. Through egalitarian dialogue, with the participation of the community (especially families) in learning and decision-making spaces, they experienced what can be conceptualized as democracy for learning: inclusive and dialogic interactions that enhanced cognitive development and academic success. At the same time, these practices promoted learning for democracy, as students learned to collaborate, respect diverse voices, assume collective responsibility, and contribute to the learning of their peers. These democratic experiences shaped their aspirations, self-confidence, and sense of agency, enabling them to overcome structural disadvantages and pursue ambitious educational and professional goals.