Project information:


  • Call: Cooperation for Innovation and Exchange of Good Practices Erasmus+ programme. 
  • Funding entity: European Commission.
  • Participating institutions: Universidad de Murcia (Spain); Comunidad Autónoma de la Región de Murcia (Spain); Colegio Concertado Mirasierra (Spain); Swansea University (UK); Ysgol Gymraeg Ystalyfera Bro Dur (UK), Haskoli Islands (Iceland); Aslandsskoli (Iceland). 
  • Reference: 2019-1-UK01-KA201-061536.

The research project “All Through Schools” focuses on the contribution of the so-called “all age schools” to the improvement of learning and well-being of students in three countries: Spain, United Kingdom and Iceland. All age schools combine at least two stages of education (typically Primary and Secondary). In these schools there are usually students of different ages (which can even include the range that goes from 3 to 18 years). In this way, the difficulties caused by the transition phase between educational stages are avoided. Much of the research on the transition process shows a negative impact on student learning and well-being. However, All age schools have been proven to provide a smooth transition between stages.

In many countries, All age schools are considered more efficient. This increased efficiency, along with differences in curricula and learning experiences, will be benchmarked in schools from three very different educational contexts. Precisely, the countries selected for comparison have a rich variety of All age schools and offer an interesting base for collecting empirical data and comparing the results of this form of teaching.


The international empirical literature on All age schools is not extensive, so this research also aims to incorporate a significant contribution to this field of knowledge.


More specifically, this project aims to explore three interrelated themes:

  • The leadership of All age schools, including the use of more effective leadership structures.
  • The effects of all-age settings on students’ mental health and well-being (particularly, but not exclusively) in the transition phase.
  • Innovations in pedagogy and in the learning process of students in different All age schools.