After Eldiario.es revealed that Federico M.V. had been hired at the Mantellate school in Valencia—a teacher removed from the profession two years ago for practicing sexual conversion therapies on LGBTI people at an educational center in the Valencian town of Alaquàs—pressure from the school's Association of Families has caused this hiring to be cancelled.

This summer, at a small musical evening in a village in the Alta Segarra, two girls aged 7 and 11 went up on stage and recited two poems learned at school and two of their own. They had stage presence, good diction and good pronunciation, and two clear, cheerful voices. The image made me think about the educational crisis we are experiencing. Amidst all the difficulties that education carries, two girls found enough courage to expose themselves in front of a large audience. The poems they had written were original and funny, and they built a personal narrative. "Do you go to the same school?", I asked them afterwards. "No –they told me–, but we have had the same teacher and tutor: we like him a lot!". Behind it all there was, then, a teacher who had helped them discover that they could write, think, have a voice and be heard.This is one of the greatnesses of the school. And also one of the reasons why it is very worrying that distrust is spreading like wildfire: between families and centers, between teachers and the administration, between managements and the system. It is the resounding symptom of an educational crisis that the country must face.The school year will begin with a strike. The unions celebrate the agreed-upon improvements but want to continue negotiating and continue to denounce working conditions that hinder teaching work: lack of time, unbearable heat in the classrooms, bureaucracy, exhaustion, difficulties in attending to diversity, and an inclusion that is often proclaimed without offering the necessary resources. They also demand that Catalan be defended without ambiguity, politically and normatively, to ensure that it is the language of learning, reception, and cohesion of the educational system. It is not a new malaise, nor can it be resolved by simply appealing to the responsibility of the teachers. If we want a good school, we must guarantee the conditions so that professionals can do their job well.