The OECD Strength through Diversity: Education for Inclusive Societies project is designed to respond to the increasing diversity that characterises education systems and the growing interest in designing and implementing inclusive educational policies at national and international levels. The two overarching policy questions for the project are: (1) How can education systems support the learning and well-being outcomes of diverse populations and be more inclusive? (2) How can education systems support all individuals so that they are able to engage with others in increasingly diverse and complex societies? To answer these questions, the project has developed a comprehensive analytical framework (Cerna et al., 2021[1]).

Emmanuel Acquah is Associate Professor of Education and Minority Research at the Faculty of Education and Welfare Studies, Åbo Akademi University. His primary research interests are in advancing equity in the training and practice of educators of multicultural and multilingual learners. He has related interests in diversity, equity and inclusion. He is the Principal Investigator in the Researching Effective Language-Game Design for Immigrant Integration (REDIT) project and leader of two Erasmus+ projects, Inclusion through mediation and Designing and supporting inclusive practices in higher education. He is also a partner in the Erasmus+ project called School Harnessing Inclusive Facilitator Technology (SHIFT). He has published extensively in the areas of multicultural and multilingual education, adolescents' socio-emotional well-being and children's' social interaction in the classroom. He recently developed a professional development course for Åbo Akademi University staff training called Diversity, Equality and Inclusion and is the director of the International Master's Degree Programme in Education called Teaching and Learning at the Faculty of Education at the Åbo Akademi University.

The review team identified stakeholder groups with whom to meet via consultation with the national co-ordination team, soliciting input from stakeholders during the pre-visit and a desk review of key educational institutions in Portugal. The review team did a pre-visit and a main visit, which were conducted online due to the COVID-19 pandemic context. The school visit was conducted in person in Portugal at a later stage.