Characteristics of Successful learning environments
Schools that have been successful in reducing ESL and underachievement are characterised by having a dual focus on students’ learning and on supporting their wellbeing simultaneously. Usually, these schools have developed a whole school approach to reducing ESL that is consistent and systematic across all dimensions of school life. Relational practice is at the heart of many successful approaches, encouraging strong relationships between students and adults, between peers, and between schools and their wider community. Leaders in successful schools foster a supportive and inclusive culture and promote a whole school and holistic approach.
Tools for Practice
The Toolkit supports teachers and school leaders in creating effective learning environments that strengthen basic skills, assist students who are struggling, and promote social and emotional development. It draws on 20 case studies from nine European countries, providing evidence-based, practical strategies that have been successfully implemented in real schools. The Toolkit is structured around five key dimensions of successful learning environments and is available in English, Greek, Spanish, Finnish, Italian, and Portuguese. The five key dimensions are:
Examples of successful learning environments
Schools as Learning Communities (Spain):
First implemented in 1995, this approach redefines schools as spaces where the entire community actively participates in learning. This comprehensive whole-school strategy implements specific successful educational actions including interactive groups (where students work with community volunteers), dialogic literary gatherings (where students, families, and community members discuss classic literature together), extended learning time, tutored libraries, and family education programs. The model emphasizes that all community members become both learners and educators, creating a collaborative environment that breaks down traditional barriers between school and community.
Delivering Equality of Opportunity in Schools – DEIS (Ireland):
Introduced in 2005 DEIS represents Ireland’s comprehensive national strategy to combat educational disadvantage. The programme consolidates multiple prevention and intervention measures within a single framework, targeting schools serving communities with high levels of socioeconomic disadvantage. Key components include the Home School Community Liaison programme; specialized literacy and numeracy programmes for students falling behind; reduced class sizes in primary schools; school meals programmes; and book grant schemes for families facing financial constraints. DEIS also prioritizes professional development for educators, while maintaining rigorous evaluation and monitoring systems.
Student Profile and Curricular Autonomy (Portugal):
Portugal’s innovative approach was developed with teachers, academics, families, students, and social representatives. The framework establishes a matrix of principles (inclusion, adaptability, boldness, sustainability), competencies (critical thinking, creativity, reasoning, problemsolving), and values (citizenship, participation, curiosity, reflection, innovation) that students should develop throughout their educational journey. Crucially, the initiative grants schools and educators significant autonomy in curriculum management and development, allowing them to make primary decisions about curriculum and pedagogical matters. This flexibility enables schools to provide learning tailored to their specific contexts and student needs, moving away from one-size-fits-all educational models.
Recommendations for policy and practice
Explore our downloadable SCIREARLY briefs—concise, evidence-based recommendations for policy and practice. Educators will find practical actions, checklists, and examples to strengthen relationships, attendance, inclusion, and mental-health supports in everyday school life. Policymakers will get system-level levers on transitions, home–school–community partnerships, alternative pathways, and workforce development to scale equitable outcomes. Start with the short research and policy overviews, then dive into role-specific guidance.
Go to the toolbox to see the policy and practice recommendations
Recommendations for policymakers:
- Schools should be supported to promote both the learning and the wellbeing of their students simultaneously.
- Schools should be encouraged to engage their communities and collaborate with local stakeholders.
- More opportunities should be provided for schools to learn from each other and share best practices.
Recommendations for schools:
- Prioritise the development of positive and supportive relationships with parents and carers, between school staff and students, and between peers.
- Implement inclusive classroom pedagogies that are dialogic, culturally sensitive, and child-centred
- Work with stakeholders to ensure a full range of support is available to students and families that need it in order to promote social, emotional and physical health and remove barriers to learning
- Ensure staff are aware of the challenges faced by some students and are supported to implement research-informed pedagogies and ways of working
Scalability of facilitators of learning environments:
- Commitment and autonomy of the schools, principals and teachers is crucial: they are needed for the successful implementation of new pedagogical practices
- The designs are pedagogically grounded, and do not require any extra-curricular activities
- The successful learning environments are pedagogically flexible and allow for creativity and adaptation to different classroom dynamics, making them suitable for various student age groups and academic levels.
- Adaptability increases the feasibility of adoption of successful learning environments across diverse school settings.