Elia Lovera

Lala is tackling the persistent educational and social exclusion of migrant children and youth in Colombia, transforming schools into “citizenship incubators” that foster belonging and active participation for both migrant and non-migrant populations. This approach empowers children, youth, and their families as “full citizens” and agents of change, turning schools into catalysts for community building, facilitating migrant families’ integration, and developing leadership in young people to drive social transformation from within.

Lala envisions schools as more than just academic learning spaces; they are “platforms for social transformation” and “citizenship incubators.” This extends the impact beyond the classroom into families and communities by actively involving families – letting them be heard, propose solutions, and make decisions along with the institutions. Her model, Quédate en la Escuela (Stay in School) intervenes in host communities to directly impact the family unit, activating processes of participation, co-responsibility, and a sense of belonging, which are crucial for long-term integration.

This active participation within the school environment then extends to their communities, generating support networks, organizational strengthening, and social cohesion. A key element of Lala’s model is fostering agency, where migrant families are not treated as vulnerable subjects but “invited as protagonists of their own inclusion process.” This empowerment cultivates self-management and empowers families to become agents of change, ensuring sustainability, and promoting the school retention of migrant, displaced, and returned children and adolescents.

Lala firmly believes migrants are innovators by nature, promoting “Juntos Construimos” (Together We Build) Community Leadership Circles to drive change within host communities. At the same time, she acknowledges and addresses the differentiated needs of migrant children and youth, moving beyond a simple right to education. Her model’s uniqueness lies in its holistic methodology, which combines immediate needs like nutrition and mental health with long-term empowerment through socio-emotional and leadership training.

Quédate en la Escuela (QELE)’s model is designed for replication and sustainability, focusing on building strategic alliances with community-based organizations, and private and public partners. By transferring capacities to local actors, the model ensures that communities themselves drive change, adapting and sustaining the initiative over time. This decentralized approach allows for the creation of a network of innovation, where each community tailors solutions to its specific needs. Additionally, QELE’s adaptability and the creation of replicable toolkits enable its expansion beyond Colombia, with potential for international application in regions facing similar migration challenges. By institutionalizing new behaviors, relationships, and narratives. QELE not only generates local impact but also contributes to systemic transformation.

Colombia is facing one of the largest migration crises in recent history, primarily due to the influx of over 3 million Venezuelan migrants fleeing institutional collapse and humanitarian emergencies in their home country. This massive displacement has overwhelmed Colombian institutions. Traditional strategies have focused on humanitarian aid, failing to ensure school retention or effective integration, thereby limiting the agency of migrant children and youth. This lack of systemic integration not only affects migrants but also strains host communities, where 37% of Colombians express xenophobic attitudes, viewing migration as a threat rather than an opportunity (UNICEF, 2023). The fragmentation of communities, coupled with the overburdening of public services, fuels social polarization and weakens the social fabric.

Within this panorama, migrant children are the most affected, showing profound educational exclusion. According to data from the Colombian Ministry of Education, although over 500,000 Venezuelan children are enrolled in the Colombian educational system, an alarming 135,000 are still out of classrooms (MEN, 2023). Additionally, 60% of this population has experienced severe trauma (UNICEF, 2023) without adequate access to psychosocial support, while schools are overwhelmed and lack the pedagogical and community tools for effective integration, perpetuating intergenerational cycles of exclusion and poverty.

The crisis is rooted in three interconnected structural issues: a fragile and fragmented political and institutional response that prioritizes short-term aid over long-term integration, thereby perpetuating cycles of exclusion; significant socioeconomic barriers like unemployment and lack of access to essential services, which prevent migrant families from building stable lives and impact their children’s education; and exclusionary cultural and social narratives that often portray migrants as burdens rather than contributors, fueled by xenophobia and a lack of understanding of their potential. These factors collectively hinder the full integration and well-being of migrant children and youth.

Likewise, schools and communities face significant integration challenges, such as a lack of resources and training to serve the migrant population, as well as conflicts and tensions between migrant and host populations due to the perception of competition for resources. The exclusion of migrant children from Colombia’s educational system, exacerbated by inadequate infrastructure, teacher unpreparedness, and parents who are in need and prefer their children not to attend school, leads to severe consequences including increased vulnerability to child labor, exploitation, and recruitment by armed groups, ultimately perpetuating cycles of poverty. This lack of effective integration also fuels social fragmentation and xenophobia within host communities, hindering social cohesion. Furthermore, the exclusion of these children and youth from education and formal employment represents a substantial loss of human capital and potential economic contributions, impacting Colombia’s economic growth and global competitiveness.

The legal protection of migrant children in Colombia also presents significant challenges. While the Colombian legal framework, guided by the principle of the “best interests of the child,” guarantees rights to all children regardless of their migratory status, the implementation of these protections is often complex and difficult. Key administrative measures have been put in place, but they are not always sufficient or easily accessible to families. For example, Resolution 8470 of 2019 was a crucial step to prevent statelessness by allowing children born in Colombia to Venezuelan parents to be registered as Colombian citizens. Additionally, the Temporary Protection Statute for Venezuelan Migrants (ETPV), created by Decree 216 of 2021, aims to provide a long-term regularization pathway for Venezuelan migrants, including minors, by granting them a Temporary Protection Permit (PPT) for a period of ten years. However, these legal mechanisms often require families to navigate complex bureaucratic processes, and many are unaware of their rights or the steps required to access them. The lack of clear information and the difficulties in documenting their status can leave children in a legal limbo, which directly impacts their access to essential services like healthcare and formal education, and exposes them to greater risks of exploitation and abuse. The need for clear, accessible, and well-disseminated information on these legal pathways remains a significant barrier to the effective protection and integration of migrant children.

Lala is pioneering an innovative citizenship and integration system that centers on children as vectors of change, and communities (rather than just schools) as incubators of citizenship to foster social cohesion between migrant and non-migrant populations. Most importantly, Lala is helping shift the narrative around migration, that migrants are not a problem, but part of the solution—people with dignity, knowledge, and contributions to make. Her organization, “Fundación Comparte” (Share Foundation), through which she developed her “Stay in School” (QELE) Model, is built on a key principle: migrant children and youth are not passive recipients of aid, but rather agents of change capable of influencing their families and communities.

Lala’s methodology focuses on a multidimensional and sustainable approach to community integration. Starting with schools located along migration routes which have the highest populations of migrant children, she begins by addressing immediate needs through a detailed diagnostic process known as “Social Acupuncture.” This “Social Acupuncture” moves beyond traditional welfare assistance, involving an in-depth community study using sociodemographic surveys (well-being and nutritional status, food security, and mental health assessments), stakeholder mapping and community engagement, and anthropometric and school index well-being measurements. Based on this precise diagnosis, Lala implements interventions that directly respond to identified needs and capacities. These can range from nutrition and mental health support to the crucial installation of safe water systems, like the “VidAgua” projects in educational institutions. This isn’t just a one-time distribution of resources; it’s a strategy to strengthen school infrastructure and ensure comprehensive, sustained well-being for all students.

Through QELE, schools become an anchoring point to create a safe space, not just physically, but also symbolically and emotionally. Lala fosters integration through three key programs. The first, “Juntos Construimos” (Together We Build), develops community leadership and support networks, particularly among migrant and host families in schools. Following the diagnosis process, local families work together on the recommended interventions like establishing water filtration systems. The program empowers participants to solve local challenges, shifting perceptions of migrants from burdens to valuable contributors and promoting a sense of shared ownership and agency within the community. The second program, “Día en los Zapatos del Otro” (A Day in Someone Else’s Shoes), uses role-reversal activities to build empathy and understanding among host communities and educators about the challenges migrants face. As community members collaborate on projects together, they also have this direct, guided experience to reduce xenophobia by highlighting shared humanity.

The third component of her QELE model, “Comparte tu Viaje” (Share Your Journey), provides a safe space for migrant children and youth through guided journaling and art therapy, enhancing their emotional well-being and resilience. Lala trains migrant youth, equipping them with socio-emotional and leadership tools based on an understanding of rights and responsibilities. This initiative not only supports individual healing but also promotes mental health awareness and integrates emotional support into educational systems, challenging existing stigmas. Students gain academic knowledge (covering topics like menstrual health, violence prevention, and community strengthening) but also develop essential soft skills for transforming their environment. This process enables migrant children to shift from viewing themselves as only needing help to recognizing their capabilities and identifying as leaders, capable of fostering positive coexistence dynamics.

Parents are an important element to achieving QELE’s goals. This is a sensitive issue in Lala’s model, because parents in need often send their children to work, or combine school with work which can prevent school continuity. Because of that, Lala extends her training to families through an “Active Parents’ School,” connecting key ecosystem stakeholders to build a network of active, conscious citizens. After participating in the Active Parents’ School, families become more aware of the social services available to them and are better equipped to access resources that support their children’s continued education. This has contributed to improved school attendance rates, as parents are more engaged and committed to keeping their children in school rather than sending them to work.

Additionally, Lala trains teachers and administrators on how to meet educational needs of migrant students. Teachers and administrators trained by Lala have adopted more inclusive and community-centered approaches, fostering reconciliation and strengthening support networks. These changes have led to greater social cohesion and a measurable reduction in xenophobia within the communities, reinforcing QELE’s goals of educational continuity and equity. Lala also shares data from her model with school principals so they can see the direct impact: a decrease in dropout rates (the dropout rate in QELE schools has decreased from 30% to 10%), attention to malnutrition (94% of children and adolescents respond positively to nutritional treatment, and 18% recover from malnutrition in the first trimester), infrastructure improvements (access to clean water), and a sense of belonging in their migrant students. This approach empowers schools to effectively demonstrate their impact, reclaim their role as community hubs, and activate broader public policies with the potential to be integrated into national budgets. By showcasing tangible results, schools are better positioned to advocate for increased government funding. Traditionally seen as institutions focused solely on education, schools are now being recognized as key drivers of community well-being and public sector engagement.

To date, Lala has conducted baseline diagnostics for over 20,000 children enrolled in educational institutions where QELE is implemented, generating a diagnosis of nutritional health, well-being, and the school environment. Her model has directly impacted over 25,000 students and more than 125,000 people in the extended community (family members, institutions, and communities that have indirectly interacted with QELE). She is working in more than 20 schools in Norte de Santander, Cúcuta, and another 25 institutions have replicated the model through partnerships with organizations that serve the migrant population.

To ensure the model’s scalability, Lala employs a strategic alliance approach. For instance, QELE has provided methodological transfer to Nido de Fenix, empowering community leaders in Norte de Santander to replicate their work locally. This replication is also occurring with a network of approximately 50 grassroots organizations, including youth trained in Cúcuta, Cartagena, and Bogotá (Suba) through “Migración en Positivo,” part of the Compromiso Bogotá collective. To ensure broader scalability, QELE is developing replicable toolkits (methodological manuals and training protocols) for educators, community leaders, and organizations, providing practical guides for implementing the model in diverse contexts.

Lala plays a vital role in shaping public policy and transforming how migration is understood in Colombia. Her advocacy and field data were instrumental in the passage of key legislative advances, such as Resolution 8470, which prevents statelessness by allowing children born in Colombia to Venezuelan parents to be registered as Colombian—even if their parents lack legal immigration status, and PEP Tutor, a program that enables unaccompanied Venezuelan minors to be officially documented through a designated guardian. These children are now protected under the Temporary Protection Statute for Venezuelan Migrants (ETPV), granting them access to essential rights such as healthcare, education, and child protection.

While these milestones are significant, her current focus is on ensuring that these policies are effectively implemented. Through her work with the QELE model, Lala provides government leaders with actionable insights and data that position education as a tool for inclusion and opportunity—not a privilege for the few. One of her most impactful achievements was getting the Mayor’s Office in Cúcuta to formally recognize migrants as a distinct category in local development plans. This recognition places migrants alongside other disadvantaged groups, affirming their rights and enabling access to public services tailored to their needs. Lala’s data-driven approach helps various government departments—such as health, education, and social services—coordinate efforts to better support migrant families. She offers technical advice, documentation, and expertise on the status of children and families, helping bridge the gap between policy-making and real-world conditions. Lala’s work demonstrates how public policy becomes truly effective when grounded in real, community-based information.

Lala and her team have also expanded their trainings for migrant families, acting as social translators to help families understand and navigate complex government systems. They simplify legal processes—like applying for protection permits or enrolling in health services—so families can actually use them. This work happens through local community sessions in cities like Cúcuta, Cartagena, Bogotá, and Barranquilla. Lala works closely with mayors’ offices, community groups, and local networks. Her efforts help remove bureaucratic obstacles and misinformation, making sure rights like education, health, and protection are not just written in law—but truly accessible.

Looking ahead, Lala plans to expand her impact through a new digital platform called DigiSalud (Digital Health). This tool collects and organizes data on well-being, nutrition, mental health, and food security, helping communities and decision-makers make informed choices based on real evidence. By making this platform open and accessible, Lala is allowing other organizations to adopt and use the model independently—without needing direct involvement. Her vision is to create a network of educational innovation ecosystems, where local experiences help improve the model and make it adaptable for global use. DigiSalud is a key part of her future plans to scale her work, promote systemic change, and ensure that communities everywhere can benefit from data-driven, inclusive solutions.

Lala Lovera’s journey began in Caracas, Venezuela, where she was raised in a matriarchal family that instilled in her a strong sense of justice and social sensitivity. Her mother, a sociologist, and her stepfather, an attorney and member of the Venezuelan Academy of Science, provided her with ethical role models. This upbringing led her to pursue a degree in special education, focusing on transforming lives by recognizing and nurturing individual potential. Her early career involved creating inclusive spaces for children with disabilities, challenging the status quo of segregated education systems. This experience laid the groundwork for her innovative approach to social issues. Lala’s entrepreneurial spirit was further honed through a business venture aimed at empowering women, equipping her with sustainability skills crucial for her future endeavors. Her migration to Colombia in 2007 marked a pivotal shift, as she immersed herself in social work, particularly with vulnerable children, which deepened her understanding of the systemic challenges faced by marginalized communities.

Lala’s personal migration experience profoundly shaped her understanding of the challenges faced by migrant families, particularly in accessing education and social inclusion. Witnessing the exclusion and precarious conditions of Venezuelan migrants in Colombia, she recognized the systemic barriers that perpetuated cycles of poverty and exclusion. Her work with the Casa de la Madre y El Niño Foundation exposed her to the harsh realities of Colombia’s internal conflict and the vulnerabilities of abandoned children. This exposure, coupled with her involvement in addressing teenage pregnancies in Cartagena, highlighted the urgent need for sustainable solutions that empower migrant families as active participants in their own integration process. Lala learned that traditional humanitarian approaches often failed to address the root causes of exclusion, instead fostering dependency. This realization fueled her commitment to developing a model that not only addressed immediate needs but also fostered long-term resilience and agency among migrant communities.

The decision to tackle the issue of migrant exclusion came to Lala as a natural progression of her life’s work and personal experiences, when she encountered the plight of Venezuelan children arriving at the Casa de la Madre y El Niño, who were unable to remain in school due to systemic barriers. She saw the potential for schools to serve as platforms for community integration and citizenship incubation, which prompted her to establish Fundación Comparte and develop the “Quédate en la Escuela” (QELE) model, which reimagines schools as platforms for social transformation. By empowering migrant families to become active agents of change, Lala’s initiative seeks to dismantle the cycles of exclusion and foster sustainable integration. Her work demonstrates that when given the tools and opportunities, migrant families can drive their own inclusion, creating resilient and cohesive communities.