Educational support

Portugal’s approach to social inclusion in education is grounded in the principle that all learners, regardless of their individual characteristics, contexts or needs, should have equitable access to high‑quality learning opportunities. 

The central legal framework is Decree‑Law No. 54/2018, which establishes the right to inclusive education and defines the principles guiding educational responses for learners with diverse needs. Under this framework, inclusion is understood as a process, not a category, positioning schools as environments capable of adapting teaching practices, curricular organisation and support strategies to each learner’s profile.

Educational support operates through a multilevel model, following the universal design for learning approach. Universal measures include diversified pedagogical strategies, flexible curricular organisation and classroom‑based differentiation. Selective measures provide targeted support for learners experiencing emerging difficulties, such as tutorial support, small‑group learning or specific pedagogical interventions. Additional measures are reserved for more complex educational needs, mobilising specialised resources such as multidisciplinary support teams, specialised professionals and adapted curricular pathways.

Support measures apply to all types of mainstream education — public, private, cooperative and solidarity networks — and cover pre‑primary, basic and secondary education. Schools are responsible for identifying needs, planning appropriate measures and working collaboratively with families, specialised professionals and community partners. 

Social cohesion and equal opportunities

Portugal embeds social cohesion and equal opportunities in its broader education strategy, ensuring that the education system actively contributes to reducing inequalities and fostering inclusion. 

This commitment is visible in several key policy areas. First, the national curriculum framework (Decree‑Law No. 55/2018) places emphasis on competencies such as citizenship, respect for diversity and intercultural understanding, promoting equal opportunities through balanced educational experiences. Second, priority interventions like the TEIP Programme (Territórios Educativos de Intervenção Prioritária) allocate additional resources to schools in socially vulnerable areas with the aim of combatting territorial inequalities in educational success.

Inclusion policies also emphasise collaboration between teachers, families and communities, promoting shared responsibility for learners’ development and wellbeing. Regular monitoring and evaluation contribute to equity by enabling schools to adjust strategies and tailor support to individual or group needs. 

The combined effects of these policies reinforce equal opportunities, strengthen cohesion and ensure that social inclusion remains central to Portugal’s education and training landscape. 

For more detailed information, refer to Chapter 4 – (Social Inclusion 4.5 Initiatives promoting social inclusion and raising awareness - young people's rights).