The main objective of the SIEMDIG project was to strengthen schools’ and teachers’ capacity to support inclusive education by providing practical, accessible tools that help identify and address pupils’ diverse needs. The project aimed to improve early recognition of socio-economic-cultural disadvantage, emotional and psychological difficulties, and other factors that negatively affect learning, participation, and well-being. A key objective was to translate inclusive education principles into concrete classroom practice. SIEMDIG sought to equip teachers with structured checklists, guidance materials, and adaptable activity formats that support observation, reflection, and informed pedagogical decision-making without increasing administrative burden. The project also aimed to promote emotionally safe, culturally responsive, and supportive learning environments that foster pupils’ engagement, confidence, and sense of belonging. Another objective was to enhance teachers’ professional competence and confidence in working with diverse learner profiles. By offering practical examples and ready-to-use resources, the project supported preventive and responsive approaches rather than late intervention.
The project was developed in response to growing challenges faced by schools in creating inclusive and equitable learning environments. Classrooms increasingly include pupils affected by socio-economic and cultural disadvantage, emotional difficulties, and diverse backgrounds, while teachers often lack practical tools to identify these needs early and respond effectively. Many disadvantages remain hidden and are frequently misinterpreted as behavioural or motivational problems rather than signals of insufficient educational and emotional support. Limited access to resources, language barriers, unstable home conditions, and social exclusion significantly affect pupils’ academic progress and emotional stability. At the same time, schools reported a lack of concrete, classroom-ready instruments that translate inclusive education principles into everyday teaching practice. The project also responded to the need for strengthening teachers’ professional capacity in inclusive, emotionally responsive, and culturally sensitive teaching. SIEMDIG bridged the gap between policy expectations and classroom reality by providing practical identification tools, checklists, and adaptable activities.