Meetings with children's tutors are the opportunity to know what their life is like in the microcosm where they spend a large part of the day, at least from the age of six to sixteen. If there are no major problems, one or two meetings per academic year are usually scheduled, with meetings lasting around an hour. Although lately, teachers and families also communicate throughout the year, via email, when they deem it appropriate.Both Montse Jiménez, a secondary school teacher at Fundació Vedruna Catalunya Educació, and Núria Sabaté, a primary school teacher at Escola Marià Fortuny in Reus, recommend asking, in addition to academic questions, about your children's personal development. There is life beyond notes

Jiménez considers that most families are mainly concerned about grades, focusing on results even though the reports are qualitative and include tutor observations that assess transversal skills: “It still weighs heavily on 'How is my child doing?', and they refer to how they are doing in terms of results”. Along the same lines, Sabaté recommends that families ask questions to ensure they understand the tutors' perception of how their children are in class, if they participate, are happy, integrated, and get along well with their classmates: “To begin with, families should become aware of how their children are doing at school, and if there is anything that concerns the family, this is the time to discuss it”. In these meetings, parents can be interested in their children's overall development, progress and process, their achievements, and if they are improving. “Knowing their strengths, the difficulties they might have, their level, or if they are happy at school”, suggests the teacher. Therefore, it is the perfect opportunity to learn more about your children, beyond the reports. The use of technology

One of the recurring questions that have been arising lately from families is the use of technology in the center, for what, with which applications or platforms and with what supervision. “It is an issue that increasingly occupies families. These meetings can be a space to discuss it,” says the teacher. Meetings with families are also an opportunity for the center to ask – not to scrutinize, they say – about the uses of technologies and screens. “Sometimes we find primary school children who fall asleep in class or have trouble keeping up with the pace,” says the teacher, and she comments that they usually take the opportunity to share good uses of digital devices with families. Bond of trust

The teachers insist on the importance of weaving a bond of trust between the family and the school, “each of us wants the best for our children and students, we need to find points of convergence, focus more on the possible solution than on the problem”, proposes Jiménez. These spaces are perfect for complicity between the school and the family, for families to ask what they can do at home so that their children improve with what they need, and that these are not always shortcomings related to academic matters, they can also be personal or social skills. “The more fluid the communication, the better. It is worth setting common goals, because when the family and the school work together, the children perceive it quickly and it encourages them to improve. This is what we all want, for children and young people to achieve the best of themselves”, explains Sabaté. The two teachers recall the importance of asking about the person in all their dimensions, “they may have good academic results, but they need to improve personal aspects”, says Jiménez. “In such an individualistic society, it is necessary to form empathetic citizens, capable of weaving complicities, and who work for the common good. All together we must worry about what each student does and how they are”, she concludes.

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Salt is known today for being the municipality with the lowest per capita income in Catalonia. Also one of the towns with the highest concentration of migrant population: nearly 40% of its residents are of foreign nationality. But what headlines have overlooked in recent years is that almost half of this town's surface area is still orchards and pastures. The Monar canal, parallel to the Ter river, marks the border between built-up Salt and the agricultural zone. Few facilities surpass it, except for a large high school built on fertile land. Located on the border with Girona, surrounded by greenery and with magnificent views of the Mare de Déu del Mont, lies Vallvera. A secondary and vocational training center with over 1,200 students inaugurated in 2008, it contrasts with its surroundings as a large gray sheet metal building with a concrete-filled courtyard. "In winter it's a refrigerator and in summer an oven, there's no middle ground!" laments the director, Ferran Maimir, who started this course with a direction very focused on working towards the renaturalization of the courtyard, but with a different method: having the students themselves build the shade with their hands.

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We live in strange times: hatred has become a national pastime. It doesn't take much to ignite it: three headlines, two talk shows, and a couple of tweets, and suddenly half the country is judging the other half from the comfort of their sofas, with pre-packaged opinions. Curiously, in this race to point fingers, schools are always mentioned. As if the social fracture were the fault of a poorly corrected dictation or a badly presented media project.

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Some families know exactly which school they want for their children, while others begin an intense research process after a positive pregnancy test. My first thought would be that the perfect school doesn't exist. Just like perfect parents and the perfect job don't exist. There will always be something that feels off, and you'll have to define your true red lines. I do think it's very important to consider different educational options and visit more than one school, whether at open houses or by having a personal interview. Let's be honest, if we go to different dealerships to buy a car, this infinitely more important task requires our time and a clear understanding of the school where we'll pre-enroll.

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Talking about discipline in the classroom still opens a debate charged with emotions and often opposing perspectives. Just ask Mar Hurtado, president of the Rosa Sensat Teachers Association, after her remarks against discipline on the program. The Jungle on Catalan public television. Some associate it with memories of rigid authority, imposed silences, and severe punishments, while others claim it as an essential condition for learning. The truth is that, throughout the 20th and early 21st centuries, the concept of discipline in school has evolved as clearly as modern societies have.

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We've only just restarted the school year. As teams of teachers, we begin each September with a whole new set of intentions and goals. Sometimes we think and write so much that we leave no room to listen to the identities of the children and young people in front of us or to talk about what's happening beyond the boundaries of the school, in the neighborhood, in the town, in the world.

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As a parent and teacher, the start of the new school year raises questions to which I have no clear answers. For example, will students remember anything they learned when they return from vacation? Will we be able to make classes more than just fun? Will they want to learn when everything is just a click away? Will we be able to instill in them a culture of effort and the need to interpret, memorize, and acquire new concepts? Will we have families on our side, or will they be suspicious when we demand our rights? Will we be able to ensure that bureaucracy doesn't drain teachers' energy and that they can focus on student progress?

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The start of classes in Catalonia is fast approaching. We review the key dates for the 2025-2026 school year, which is marked by a significant drop in student numbers in the region's schools and secondary schools and a complete ban on cell phones in classrooms.

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The rise of far-right thinking in our society has consequences that also affect life in schools. But what we should ask ourselves is whether we, at school, are sufficiently effective in counterbalancing this ideological trend, or whether we are unwittingly fueling it.

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The case occurred two academic years ago, and they are still suffering the consequences: "It's about two girls, sisters. They were at home when their family was evicted and they saw the police vans and the judicial procession arrive, enter their house, and evict them. Two city workers took them to school. They arrived at a safe school and were taken to a worker; they didn't arrive at a safe school and were taken to a worker. When they were late, they had no home to return to." Anna Pérez, director of the Jacint Verdaguer School in the Poble-sec neighborhood of Barcelona, recounts this case, still emotional. "There's always a case that makes you jump, that makes you say enough, and for us, this was it," she continues. This year, there are 18 other students at the school in the same situation, in the midst of eviction proceedings.

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Only five of the 16 schools in Catalonia that used to separate students by sex will remain. The Institució Familiar d'Educació group, which manages ten schools in Catalonia, has announced that its secondary school groups will go co-ed as of next year. The measure, advanced by Diari de Girona, affects the centers of La Farga in Sant Cugat del Vallès (until now only for boys), La Vall (until now only for girls), Les Alzines (for girls) and Bell-lloc del Pla (for boys) in Girona and Institució Tarragona (formed by schools Aura, for girls, and Turó, for boys), and adds to what had already been done by schools in Igualada (Montclar and Mistral) and Lleida (Terraferma and Arabell). In total, there will remain five schools in Catalonia that will separate boys and girls, and they are the ones most closely linked to Opus Dei: Xaloc and Pineda, in L'Hospitalet; Viaró, in Sant Cugat; Camp Joliu, in L'Arboç, and Canigó, in Barcelona

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