The first objective was to promote the inclusion of the most disadvantaged students (immigrants, special education students and those who belong to more underprivileged families). In fact, as one of the main characteristics of the Miguel Torga Secondary School is the increasingly diverse and multi-ethnic environment, integration must be thought out in order to respond to this growing ethnic diversity that characterizes it. The second objective (to promote European citizenship and to deepen the conditions for civic and democratic participation by citizens and to promote the inclusion of pupils from the European area) is justified, taking into account that there is, among the most disadvantaged students, a great lack of knowledge about Europe, its heritage, institutions and even its linguistic variety. It is essential to make these students aware of the values advocated by the European Union and to promote their inclusion in the European area. The third objective was to promote the learning of foreign languages and the last one focused on encouraging the teaching of foreign languages and on defining strategies for teaching students who do not speak the language of the host country.
Miguel Torga School Cluster is located in the Municipality of Sintra, in a suburban parish of the Lisbon Metropolitan Area, a city of settlement of population from different origins, especially the PALOP (Portuguese-speaking African countries.). It is, therefore, a parish with a significant demographic diversity, which hinders the emotional connection and the feeling of ‘belonging ‘by the resident population, who comes mostly from other regions of the country and also from other countries. This heterogeneity is clearly visible in our school where several students of different nationalities coexist with one another. Furthermore, the arrival of refugee students, since the beginning of the war in Ukraine, boosted this heterogeneity. On the other hand, the school integrates students of Portuguese origin with problems of integration and of underprivileged families. In addition to these students, the school integrates a dozen students with significant curricular adaptations, who have various physical and psychological problems. Faced with this reality, it is essential to create the necessary conditions to guarantee favourable environments to improve the learning process of students in general, and of these in particular.