Music tool for the integration of children without resources

Music tool for the integration of children without resources

Children from schools in which we operate are mostly unfavorable Partner familiar environments and this is reflected in many cases in poor academic performance and the way we relate to others. It is something that happens for example in the Madrid district of Tetuan, where high unemployment has affected many families have seen their economic situation deteriorated until he was vulnerable. The precarious conditions of life and work of a great part of the neighborhood in terms of income, employment, housing and health, put them in a difficult situation. The data suggest that a third of the households in the district suffer economic hardship, a fifth is at risk of poverty and 5% (7,800 people in 3,200 households) suffers from extreme poverty. In addition, 8% can not afford the rent or the mortgage payment on your home. This district has one of the highest rates of immigrants in Madrid, reaching 20% ​​according to the General Department of Statistics of the City of Madrid, with an unemployment rate well above the average. The special vulnerability of these groups, which in many cases do not have the familiar mattress, makes it even more necessary our support: work with them through two schools in the area, Pius XII and San Antonio, meeting the basic needs of children and girls through school meals, snacks, books and school supplies, extracurricular activities and educational support.

Elsewhere in the Spanish geography, Oliver district in Zaragoza, we also support disadvantaged families who have suffered so strong the impact of the current economic situation. In this area we work in Ramiro Solans school has enrolled 190 students, who usually live in environments that border increasingly marginalization and poverty, belonging to large families with very young parents under cultural, social level and economic which can only aspire to precarious jobs. These situations of social disadvantage motivate mismatches in the personal, social and educational development of the students, causing low self-esteem, impulsiveness and emotional regulation problems, inappropriate social habits, lack of appropriate models in their environment and severe resource.

This program to support vulnerable children and families because of the crisis, developed into a total of 31 schools in eight regions, attending basic and educational needs of children and families with fewer economic resources. In all cases , we provide these families the most "urgent " aid , ensuring adequate food , adequate school supplies and educational support for their children to attend school under the same conditions as other children and so they can have the same opportunities for training and in the future. However , we need to go further so that it can produce a change in the environment of these children and why we also work with their families , promoting the creation of networks of mutual support, aid for job search and training routes for insertion , so that they can improve their income .

This program to support vulnerable children and families because of the crisis, developed into a total of 31 schools in eight regions, attending basic and educational needs of children and families with fewer economic resources. In all cases , we provide these families the most "urgent " aid , ensuring adequate food , adequate school supplies and educational support for their children to attend school under the same conditions as other children and so they can have the same opportunities for training and in the future. However , we need to go further so that it can produce a change in the environment of these children and why we also work with their families , promoting the creation of networks of mutual support, aid for job search and training routes for insertion , so that they can improve their income .

In the district of Tetuan, two years ago I was launched at one of the schools in our Support Program for Children an orchestra formed by 55 students who learn to play different instruments like the violin or the cello. As we said the professor who directs the orchestra, in this second year-in which ActionAid is working with school supplies, educational support, and support for school activities of the children snacks can already be seen substantial positive changes in their behavior and academic performance. In addition and in parallel, in this school year ActionAid and Social Action for Music have launched a choir made up of 39 children in another school in the same neighborhood, and one in Zaragoza composed of 28 students, both with a high commitment by minors. As we can see, the music improves their behavior and literacy skills, and getting a positive assessment of their family environment (many parents their children not imagine playing an instrument or being part of a choir) and this change reinforces self-esteem and produces very positive results in children.

Pablo Heras -Casado , prestigious international orchestra director and ambassador for ActionAid, last March gave a charity concert at the Teatro Real in line with solidarity for the benefit of our support program for Children in Spain . Some of the children participating in the program had the opportunity to attend the rehearsal and enjoy classical music. The director also visited his school , where he could learn about the problems that children and their families face .