In the Spanish context, the government's priorities are focused on symbolic (political) actions over the education system. In this sense, they presume to promote talent, giving value mainly to foreign language learning, as to science and technology. They advertise investment in technological equipment and the importance of effort without questioning structural inequalities (school dropouts, minorities). 

Some controversial measures are, for example, to lower the rate of grade repetition, which is related to the high drop-out rate. In addition, recently, in line with European recommendations for ensuring the rights of people with disabilities, the centres that only serve people with disabilities (third wave) with resources that are not available in mainstream centres are intended to become resource centres.

The impact of these policies on society has not been without controversy as there is also a need for a change in the culture of inclusion in society. It requires debate and reflection on the meaning of social inclusion which cannot move forward if we do not allow ourselves to dialogue and give a voice to those who feel excluded not only in school but also in society. For this reason, I think that in this country there is resistance to policies that are moving towards a more inclusive system, despite being policies promoted by the EU, to guarantee rights, because there is no media impact or historical overview of the response to the demands of safeguarding human rights, but instead privileges are used to achieve the polarisation of positions in the face of change. A climate of confrontation that also permeates the practices at educational centres.