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We analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children's heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments.

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The qualitative study «Promoting the culture of evaluation at school. The INVALSI experience at school» conducted between 2011 by a research team from the University of Milan-Bicocca collected the ideas, opinions and perceptions of school actors on the INVALSI learning assessment experience. Adopting a «multi-vocal perspective», through individual and focus group interviews the viewpoints of different stakeholders within each school (nr. 16) have been examined: school directors (nr. 12), teachers of all grade levels (nr. 106) -some of them referents for the INVALSI evaluation in their school, and middle and high school students (nr. 100) who took INVALSI tests three or four times during their school career. The interpretative hypothesis, confirmed by the present study, considered that the organizational and communication procedures implemented by INVALSI, before and during test administration and correction, and especially during the process of returning the results, have important effects on the perceived quality of national evaluation in schools, on how the tests are proposed to students by school directors and teachers, and ultimately on the students' attitude towards the tests. The experiences collected in this study seem to mirror the antinomy described in literature between accountability and program evaluation, social