Espacios intermedios y gobernanza urbana: ‘umbrales escolares’ en Madrid

The article proposes the concept of the ‘school threshold’ as an urban space for social, cultural, and educational exchange, connecting schools with their surrounding communities. It argues that these spaces can humanize and make cities more welcoming, by transforming neighbourhoods through their adaptation. The study analyses three cases in Madrid in detail, focusing on both physical changes and the processes involved, with governance identified as a key factor. Quantitative and qualitative data were collected through statistics, maps, plans, photographs, and interviews with stakeholders. The comparison of cases highlights diverse social and physical contexts, and the evaluation delves into participant interactions from project conception to implementation. The findings underscore the importance of school thresholds as strategic spaces for inclusive and intersectional urban policies, particularly in vulnerable areas.