During these last years, our high school has faced many challenges and one of those that concerns us most is the fight against bullying, very present in our society. Furthermore, since we live in a rural area, we constantly receive immigrant students from different countries because their families find work in the countryside as farmers and living in a rural area is cheaper than in the cities. Therefore, we have a fairly high percentage of racial discrimination in our school, since students in the area do not always want to work or even associate with them. At the same time, “being outside the norm” is not well accepted and there are students who suffer discrimination just for being a very intelligent student or otherwise: those students who have some special needs when it comes to learning. At the same time, as our school works to improve foreign language skills, working on these types of projects we have found that it helps a lot to foster students' motivation to learn and use the foreign language. Acquiring digital competence is essential today, which is why it is also an objective.
The Camarles Institute is located in the town of Camarles, in the Ebro Delta. It has 340 students and 43 teachers. It teaches ESO and Baccalaureate studies. We are a public secondary school where students take all ESO and Baccalaureate courses, that is, students from 12 to 18 years old. The school is located in a rural area in which rice fields, agriculture and fishing are the economic base. Students come to this center from three surrounding towns: l'Aldea, l'Ampolla and Camarles. Most families have a humble socioeconomic profile. Being a rural area, immigrants come to this area to work in the fields and some have established their residence here. The center is considered highly complex since it welcomes many immigrants and children from very humble families. There is a great diversity of students with various problems, both social and learning. 12% of the students have socioeconomic needs, 27% are immigrant students, of which 7% are recent arrivals and 27% of the students have an individualized work plan with adaptation.