• Interreligious dialogue is beneficial
• Schools can encourage community development

• Many Negro parents have had little schooling themselves and hence are unable to appreciate its value
• Roma communities have no interest in education
• Schools in disadvantaged environments cannot perform well
• The Roma community is not interested in their sons and daughters’ studies
• Educational success depends on the socio-economic level of families

• The socio-economic status of parents can be a constraint for children when it comes to education

• Grade repetition does not contribute to educational success or to the improvement of the educational trajectories of students who repeat grades
• Working on competence, autonomy and relatedness boosts students’ motivation
• Academic achievement implies quality relations
• Self-esteem has a relation with academic performance
• Evidence-based educational policies prevent school dropout and increase educational attainment
• The active participation of families is necessary for a good educational environment
• Play as a learning strategy in early childhood education for the full development of the child
• There are benefits from the involvement of families in learning, effort, and in the high expectations of the students
• Some forms of family engagement in school improves student academic results

• When students work individually, they pay more attention and, therefore, they learn more
• Extended learning time may be exhausting for children and does not improve academic success
• Private education is more efficient than public education
• Learning depends on the different ‘learning styles’ displayed by students
• Students benefit from grade repetition
• Students attend more and learn more when they are quiet
• Children need to get bored and not be stressed

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• Social movements encourage victims to report sexual violence suffered
• Stress in students is increasing
• The personal undervaluation in the social self-concept can have serious consequences for the personal well-being of the subjects
• Older people have the ability to continue learning and it also helps to improve their health and quality of life
• Authoritative disciplinary practices protect youth involved in bullying at school
• The importance of practicing emotional intelligence at school
• Poor parental relationships in divorce or separation have an impact on children’s well-being
• Contact with nature is beneficial for the psychic and cognitive abilities of children
• Control of emotions provides well-being

• It is better for the development of teens if families reduce their involvement in the school and give kids more space
• The best interventions against violence are based on socio-emotional learning
• Violence has a biological basis
• To avoid conflicts at school, it is better for families not to get too involved

• It is important to work on values and feelings from childhood

• Social networks are playing an important role in the dissemination of mathematics’ didactic resources
• Social media can foster access to scientific education for young people
• The digital divide has had a strong impact on education during the COVID-19 pandemic, this situation has affected to a greater extent students with a low socio-economic level and/or living in rural contexts
• High school students lack the maturity to manage how to distinguish fake internet information, what affects their critical capacity
• Violent video games promote violence in children

• The use of advanced technologies as a substitute for textbooks creates a greater number of addictions

• Social networks cause people to isolate themselves socially.
• Online classes affect productivity and concentration of students

• When educational laws do not take into consideration scientific evidence, they do not help teachers in the full development of inclusive education
• Proposals to force “vulnerable” children to spread out create racism and failure, not inclusion
• Interactive groups accelerate learning and promote social cohesion also in secondary education
• Children with autism spectrum disorder benefit from interactive learning environments
• Interactive Learning Environments, favoured by secure relationships and high quality learning, make possible a true inclusion of students with learning disabilities
• School redistribution policies of immigrant students promote xenophobia
• Segregation of students does not lead to educational improvement

• Children with dyslexia don’t need early intervention, we must wait for their maturation
• Curricular adaptation guarantees school and social success for students with difficulties

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• Single-Sex schooling doesn’t provide academic benefits compared with coeducational schooling, except when there is a strong preference for single-sex schools
• Sex Education prevents gender violence, while “sex education” increases it
• Educating teens in sexual health prevents many STDs and unwanted pregnancies
• Girls benefit from single-sex physical activity

• Boys and girls are more skilled in specific tasks depending on the cerebral hemisphere that has more performance

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• ‘Emergent Reading’ from the first years is a practice that benefits all students
• Children and adolescents enjoy and learn from reading literary classics
• Physical Education in schools has benefits in students
• Participating in interactions in the target language is key to learning that language
• From birth, enriching interactions are key for language learning
• Dialogic Literary Gatherings improve relationships among students

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• Lecturing does not improve students’ understanding in mathematics
• Dominant music influences adolescent behavior and relationships

• The Dialogical Pedagogical Gatherings are a teacher training format that improves their students’ educational results
• Teacher expectations affect students’ academic performance; high expectations are associated with higher academic performance and low expectations are associated with lower academic performance
• The training of teachers in attention to diversity is necessary and essential to achieve the inclusion of all students
• Teachers expectations influence educational achievement
• Dialogic learning is a scientific approach compatible with very diverse methodologies
• Dialogic teaching and learning provide effective pedagogical responses to all students
• Belief in the Learning Styles Myth may be detrimental

• Teachers’ expectations do not influence educational performance
• Intelligence is a fixed characteristic over time that depends mainly on genetics
• Students should not be given school homework
• Teaching to read before the age of 6 is harmful

• Teachers like the aggressor more than the victim in bullying cases

• Citizens’ voices are key in scientific research with social impact
• Every citizen is important for the co-creation of scientific knowledge and assessing its social impact
• Freire’s dialogic perspective contributes to improving school achievements in subjects, values, emotions and sentiments
• Althusser and Bourdieu’s reproduction model has been scientifically and socially overcome

• Freire’s critical pedagogy has Foucault’s contributions as one of its important bases
• Throughout life and development we lose brain plasticity and learning ability

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