How a European project inspires environmental awareness and collaboration at a school in Ceuta

Interview conducted by Panodyssey for Green Tales with Antonio Merino Collantes

_{Students in Ceuta gathered around the Green Tales project: creativity, sharing, and collective learning}

Can you describe the unique social and cultural environment of your school?

The area lacks cultural opportunities. There are some neighborhood and sports associations, but few initiatives dedicated to culture. The school’s facilities therefore serve as a key resource to help fill this gap. A significant part of the local population has not received formal education and has limited command of Spanish, which creates specific educational needs.

The community is young and growing, with an age structure marked by a high proportion of children and adolescents.

Parental involvement in school life has improved significantly in recent years. Parents now follow their children’s progress more closely and attend meetings and individual conferences in greater numbers.

The neighborhood’s cultural and linguistic diversity is reflected in bilingualism: most students speak the language of their country of origin at home, which influences their learning of Spanish and calls for adapted teaching approaches.

Cultural and religious dimensions are part of the students’ daily lives and are taken into account in educational activities, fostering inclusion and respect for all.

What are the current educational challenges faced by schools in Ceuta?

Schools in Ceuta are currently facing a multifaceted educational crisis, rooted in social inequality, administrative inefficiencies, and a lack of resources. The main challenges include:

High levels of school violence and disruption

A recent survey by the CSIF union revealed troubling statistics: 84.56% of secondary school teachers in Ceuta and Melilla reported experiencing disrespectful behavior or verbal and physical aggression, and 88.97% observed acts of violence between students. In addition, 35.6% of teachers mentioned tensions with some families.

These difficulties are compounded by overcrowded classrooms, many of which exceed 30 students: above legal limits, making classroom management increasingly difficult. (Source: Ceuta 24 Horas)

Socio-economic inequalities and school segregation

The education system in Ceuta reflects deep social divisions. Public schools primarily serve communities from disadvantaged backgrounds, while private schools are attended by families with greater financial means. This segregation reinforces inequalities in educational outcomes. Around 40% of families live in poverty, and only 21.5% of children aged 0 to 2 are enrolled in early childhood education, compared to a national average of 41.8%. (Source: ElDiario.es)

Administrative challenges and lack of local autonomy

The education system in Ceuta is centrally managed by the Spanish Ministry of Education, which results in bureaucratic delays and a lack of policies adapted to local realities. For example, the suspension of vocational training certifications by SEPE created a bottleneck, preventing many young people from obtaining the qualifications needed for employment—particularly in the security sector, where demand is high. (Source: El Periodico de Ceuta)

High dropout rates and educational delays

Ceuta records the highest school dropout rate in Spain, at 24.7%, compared to a national average of 17.3%. In addition, 42.8% of 15-year-olds are not enrolled in a grade level appropriate for their age, revealing widespread educational delays.

These difficulties are largely explained by socio-economic inequalities, overcrowded classrooms, and the lack of resources needed to provide tailored support for students. (Source: El Pueblo de Ceuta)

Insufficient support for special education and digital access

Resources for students with special educational needs remain limited, which often prevents individualized and adequate support. Furthermore, 27% of students do not have access to the Internet or digital devices at home, compared to 11% at the national level. This digital divide further deepens educational inequalities. (Source: El País)

Demographic trends and resource allocation

Between 2018 and 2024, the number of children enrolled in preschool education in Ceuta decreased by more than 500. This demographic shift raises questions about future planning, the quality of school infrastructure, the timely availability of teaching materials, and the expansion of preschool education opportunities. (Source: Ceuta Actualidad)

These findings highlight the urgent need for comprehensive reform, greater investment, and increased local autonomy to meet the specific educational needs of a diverse and evolving population.

How are digital tools and artistic approaches integrated into teaching at your school?

The CEIP Santiago Ramón y Cajal school in Ceuta has received national recognition for its innovative integration of digital tools and artistic approaches into its teaching methods. This educational model emphasizes creativity, inclusion, and the development of key skills through immersive, interdisciplinary projects.

Since 2001, the school has actively participated in the MUS-E program, an initiative of the Yehudi Menuhin Foundation that promotes the use of the arts in education. In 2019, the school expanded this approach by creating “MUS-EO,” an internal museum and exhibition space. This project directly involves students in the design and presentation of exhibitions, fostering values such as tolerance, cooperation, and living together. The school’s commitment was further recognized in 2024 when it was awarded the Yehudi Menuhin Foundation’s Medal of Honor.

The school has also embraced digital technologies to enrich learning experiences. For example, students took part in an immersive “time travel” project set in the era of the Caribbean pirates. This initiative combined audiovisual media, theater, visual arts, and even robotics, creating a stimulating environment that encourages teamwork, mutual respect, and active participation.

Looking ahead, the school is planning the creation of an “Aula del Futuro” (Classroom of the Future), a dedicated space equipped with advanced technologies to further strengthen its innovative teaching methods. In the meantime, a provisional version has already been set up with the available resources, reflecting the school’s ongoing commitment to improvement and adaptability.

_{Teachers and educators gathered to explore new teaching approaches}

In what ways does Green Tales help encourage creativity among students and teachers?

Green Tales is directly aligned with the Coexistence Plan, strengthening its emotional and relational dimensions while fostering peaceful conflict resolution and the acceptance of diversity. By promoting teamwork, the project has helped to:

1. Promote value-based education, strengthen social cohesion, and create a more inclusive and supportive school climate.

1. Stimulate motivation to learn and reduce absenteeism or the risk of dropping out.

1. Encourage intercultural and interpersonal exchanges, cultivating respect for personal, cultural, linguistic, religious, and social differences.

1. Develop co-education through visual arts as a space for meeting beyond stereotypes, while integrating a gender perspective.

1. Encourage students’ active participation, personal initiative, and collective awareness.

1. Foster autonomy, emotional intelligence, respectful and equitable communication, as well as self-regulation skills.

_{A learning moment for Ceuta’s students through the Green Tales project}

How do you see the impact of Green Tales on the future of education in your region and beyond?

Green Tales has had a concrete and lasting impact on several educational dimensions:

Digital competence: students learned to critically evaluate information, gain a deeper understanding of audiovisual media, and develop independent thinking in relation to digital content.

Entrepreneurial competence: children experienced different roles (leader, coordinator, moderator, participant), learned to plan a project, analyze results, and identify strengths and weaknesses in their proposals. This approach strengthened their sense of initiative and boosted their self-confidence.

Family involvement: parents became more engaged in the school’s daily activities, creating a collaborative dynamic between students, teachers, and families. This strengthened school–community ties and fostered a more shared approach to education.

_{Yann Bonnin guiding students in a collaborative stop motion exercise}

To explore further, read the interview with Yann Bonnin, an artist involved in Green Tales, who shares his journey and vision of creation in this three-part article: Telling the Earth One Image at a Time: Childhood at the Heart of Creation – Part I, Part II, Part III.

To explore more articles on this project, head over to the Creative Room Green Tales.

Curious to learn more about this European project? Check out the official Green Tales website.

To read more articles on this topic, visit the Education & Training category on Panodyssey.