An improvement in academic performance of between 11% and 17% (measured by standardized test results) has been demonstrated in regular formal education thanks to three components: the use of technology in the classroom, the inclusion of emotional intelligence programs in formal education, and enrichment of education with arts and science.
But are these figures equally relevant for a large community of minors living in difficult situations due to geographical and / or family reasons, situations that in turn make them see themselves at risk of social and economic exclusion? If advances in formal education do not meet the needs of these minors, what alternatives do we have?
Why do we focus on the after-school period? First, because there are a wide variety of after-school programs currently available to socially disadvantaged minors.
Supporting these minors is the main objective of our organization.
In addition, after-school programs have a lot of time to support minors without affecting their formal education during the day. In fact, many programs offer three to four hours of supervised instruction daily, three to five days a week.
The most economically disadvantaged Spanish households have very low internet access, around 40.3%, according to a 2013 survey by the National Institute of Statistics.
We create the content that after-school centers need to bridge the digital distances suffered by minors at risk of exclusion.