A few weeks ago, the students of the Baldiri i Reixac School in Barcelona went on a school trip. The children in I5, second, and fourth grade did. Until last year, all grades went, but the teaching staff decided to reserve them only for the end of the cycle because it was becoming increasingly difficult to find teachers willing to go each year. They thought that the fact that not everyone had to go each year would lead to greater availability on the part of the teachers. Years ago, the opposite decision was made. The trips were held at the end of the cycle, and it was agreed to extend them to all grades. “We teachers attached great importance to the trips, but little by little we have been getting worn out,” comments a teacher from the center.

“We paid for the summer camp and bought everything: the backpack, the sleeping bag, the mosquito repellent; but at the last minute she started crying and didn’t want to go,” explains Somaya about her 8-year-old daughter, Nadjat. It’s not the first time this has happened. Since kindergarten (i5), Nadjat’s school—located in the Ciutat Vella district of Barcelona—has organized a one- or two-night summer camp every two years, but Somaya has yet to get her daughter to go. According to the report Wasn't educational leisure a right? d'Alliance 360Participation in leisure activities (such as summer camps or extracurricular activities) varies drastically depending on origin and income: children from newly arrived families participate between 20% and 30% less in organized leisure activities compared to children from native families.