The Doctor Puigvert High School is a public school that is located at the crossroads of several neighborhoods grown with Spanish internal migration from the '60s. Historically, some of these neighborhoods (Baró de Viver, Trinidad Vella and Bon Pastor) have included a high percentage of population at high risk of social exclusion. The sociocultural complexity of this area has grown with the arrival of migrants from areas as diverse as China, Pakistan and several Latin American countries. Generally speaking, many families of our students are in a difficult economic situation (more than 25% of households are officially poor). We can observe cases of absenteeism in all the forms typified in C. Blaya 2003's study “Absentéisme des élèves : Recherches internationales et politique de prévention”: - Delay absenteeism: the student arrives usually one or two hours late; - Internal absenteeism : the student is physically present, but s/he does not engage in any activity; - Zapping absenteeism: extracurricular activities interfere with regular attendance; - Chronic absenteeism: the student is absent most of the hours. In this context we have implemented in recent years several programs to encourage active student participation in the teaching-learning activities and involve them in the functioning of the institute: * Programs to reduce conflicts among and with students: - Peer Tutoring . - Mediation . * Programs to address the diversity of educational needs: - Project-based class for 3rd and 4th year students. - Remedial Group for first year students (this part of the Intensive Improvement Program organized by the Department of Education ). - Flexible groups. * Programs to promote motivation: - Reading Promotion Program. - CLIL activities in English. - International Exchanges. These experiences suggest that there are some educational needs that are common to the whole school. In particular, we have to: - Find ways to help students to channel the frustration and/or anger due to bad family, social, or academic experiences. - Get a better understanding of the rules that govern implicitly the traditional teaching/learning activities, make them explicit and, where needed, adapt them to other methodologies. - Recognize the knowledge, skills and competencies that students acquire in extracurricular areas, particularly because of the cultural background of students from migrant families. - Strengthen international contacts so that the entire educational community can perceive the CLIL activities as natural. In the short term, the training received by participants in the course "CRITICAL INCIDENTS AND FORUM THEATRE TO REDUCE EARLY SCHOOL LEAVING, TRAINING FOR STAFF EDUCATIONAL" will be used to improve the following aspects: - Beheaviour of the students of the project-based class: we are trying to shift from a teacher-imposed discipline to a culture of student co-responsibility. We need a methodology to channel the frustration and/or anger of students due to bad experiences related with the immigration process and/or with their family or social context. - Engagement in the studies of the 1st year students of the remedial class and the students of the project-based class: the students of these groups do not have a good understanding of the implicit rules that govern the traditional teaching/learning activities. We have to find ways to make these rules explicit and, if necessary, adapt them to other methodologies. - Recognition of the knowledge of students from migrant families: we have to give more visibility to the cultural background of students coming from other places. The “Welcoming Class” (Program for newly arrived students) is a laboratory for new proposals. - CLIL activities : Foreign language activities will seem natural if we can create an environment where contact with pupils from other countries is part of the life of the whole school, rather than being a activity for a selected group of students. In the long term we expect that participation in this training will improve the skills of all teachers in the following aspects of their professional profiles: • Capacity for starting new changes that lead to a modernization and internationalization of their educational institutions. • Understanding and responsiveness to social, cultural and linguistic diversity . • Ability to meet the needs of disadvantaged students. • Motivation and satisfaction in their daily work . • Quality of their work and their activities related to students.