Reduced learning time in the classroom is not just a phenomenon of the Corona crisis. As early as 1966/67, many students had to catch up on curricular learning contents at home due to two short school years. Dr. Kamila Cygan-Rehm asks what we can learn today from the experiences of the past.

What about those students in inclusion classes who do not have special educational needs? Amelie Labsch talks about what schools and teachers in inclusive learning environments can do to support the social and emotional development of these children.

In order to counteract social inequalities as early as possible in life, support and development programs for children from socially and culturally disadvantaged families can start even before birth. Dr. Dave Möwisch uses the example of the BRISE project to show how this works.

Dr. Regina Becker asks: How well have children and young people who came to Germany as refugees in 2015 now settled into the German education system? And what can we learn from this for the integration of refugee children and young people from Ukraine?

The teenage phase is not known for being particularly low in conflict. Elif Sari is researching the role that parental guidance and support play in this phase for adolescents' educational opportunities.

Can early childhood support counteract social inequalities? And what role does parental income play in the social-cognitive development of young children? Interested parties can discuss this topic with Maximilian Seitz.

What influence does education have on political participation? Sebastian Vogler summarizes the most important mechanisms for the interaction of education and political participation and discusses the state and approaches of current research on the topic.

All topics and dates can be booked at the Leibniz Association from Wednesday, the 5th October