Tod@s IN Project: Mid-term evaluation confirms contribution to inclusion and academic success

During the Easter holidays, an interim evaluation was carried out on the project “Tod@s IN em Alvalade – Social inclusion through education in a post-pandemic context”, promoted by the Lisbon City Foundation with the Alvalade and Rainha Dona Leonor School Groups. The project aims to support the academic success and socio-emotional development of vulnerable children and young people through individual tutoring, group activities and family involvement.

The evaluation was carried out by tutors, class directors, parents and students, with the aim of assessing the impact and results of the project. The results, expressed on a scale of 1 to 5, reflect high levels of satisfaction and a cross-cutting appreciation of the work carried out with the students, especially in the personal and social dimensions.

Tutors emphasise training and monitoring

The tutors gave an average rating of 4.4 for their overall satisfaction with their participation in the project. The support provided by the project team also received very high scores (between 4.5 and 4.8), particularly in terms of assistance, answering questions and team meetings. Tutoring was considered important for students’ personal and social development (3.8 in both cases) and for academic performance (3.6).

The testimonials highlight the importance of the connection between tutor and tutee and the constant support provided by the project team. Among the suggestions for improvement is the need for a longer tutoring period (ideally two semesters).

Class directors and families recognise the impact

Class directors gave a positive assessment of the contribution made by the tutorials, with an average overall satisfaction rating of 3.8. The personal and social dimensions of the students were highly rated (3.7 and 3.8), while the academic impact had an average rating of 3.2. Coordination with the tutors and communication with the project team were also rated highly (4.2 and 4.3).

On the family side, overall satisfaction was 4.0. Students’ social skills benefited the most (4.0), followed by personal (3.7) and academic (3.0) skills. Some parents reported greater motivation and confidence in their children, but suggested strengthening communication between school and family.

Students value the activities and their relationship with tutors

The students showed great enthusiasm for the tutorials, with an average rating of 4.3. The games played during the sessions were identified as the favourite activity, highlighting the importance of playful and interactive strategies to promote engagement and enjoyment of learning.

The overall average satisfaction with the project, considering all groups, was around 4.0. The impact on social (3.9) and personal (3.7) skills was more significant than on academic skills (3.3), pointing to the importance of emotional and relational support in the educational process.

The project reinforces the commitment to inclusion

The mid-term evaluation will enable practices to be adjusted and reinforced, ensuring that the project continues to contribute significantly to the well-being and educational success of children and young people in vulnerable contexts. Tod@s IN continues to be an example of cooperation between schools, families and the community in promoting inclusion.

Tod@s IN Project: Mid-term evaluation confirms contribution to inclusion and academic success

Tutors emphasise training and monitoring

Class directors and families recognise the impact

Students value the activities and their relationship with tutors

The project reinforces the commitment to inclusion

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