Present and future of school intergenerational programmes: A study from Spain

Abstract

ABSTRACT Background International research suggests the value of school Intergenerational Programmes (IPs) and intergenerational schools. However, there is a scarcity of studies at country level exploring the process of expanding from the introduction of intergenerational activities to adopting an intergenerational school model. Purpose This study sought to further the understanding of the ways in which IPs are being incorporated into schools in Spain. Method Primary and secondary schools in Spain that were carrying out intergenerational activities with educational purposes were identified. A sample of 25 schools was examined and key personnel were interviewed. Data from seven schools which had incorporated intergenerational work in the format of a programme were selected for further analysis. Qualitative thematic analysis of the seven selected cases ensued, in order to describe IP features including programme content and integration of the IP in the school curriculum. Findings The analysis of the data from key personnel interviews found that intergenerational programmes were only partially integrated in the everyday life and academic activity of sampled schools. However, it was evident that key personnel also considered that the children who were participating felt affection for the older people involved and appeared to enjoy an authentic relationship with them; older participants also registered some apparent benefits. Key personnel concluded that these programmes did achieve their goals and bring about a high level of satisfaction. However, the study also indicated that the school IPs that were analysed were the fruit of individual rather than institutional interests, suggesting limited stakeholder involvement on the part of public authorities. Conclusions Our study suggests that schools in Spain have not yet developed sufficiently to implement intergenerational education projects in line with international intergenerational schools elsewhere. Further analysis would be necessary to better comprehend the reasons for what seems to limit the integration and embedding of IPs into the curriculum. The study highlights a need to understand further how to infuse an intergenerational component in current formal pedagogical and educational school practices, with the aim of utilising the benefits of IPs for the improvement of compulsory education.