This article explores the role of TEIP schools (Educational Territories of Priority Intervention) in Portugal, focusing on their selection criteria and the importance of community engagement in designing effective educational projects. TEIP schools are designated based on specific criteria: low maternal educational attainment, the socio-economic condition of households, and the prevalence of students from non-Portuguese-speaking countries with limited proficiency in Portuguese. These factors often correlate with educational disparities, requiring targeted strategies to ensure equity and inclusivity.

The study emphasizes the critical role of community involvement in the development of school educational projects. By fostering collaboration, these projects can address the specific needs of students, promote cultural inclusivity, and strengthen the connection between the school and its surrounding environment.

Through an analysis of the TEIP framework, the article highlights the challenges faced by these schools and proposes strategies for community-driven interventions. The participation of the educational community is shown to be essential in designing and implementing sustainable solutions to improve learning outcomes and foster social cohesion.

The findings underscore that while TEIP schools play a vital role in addressing inequities in education, their success relies heavily on the active involvement of all stakeholders in the educational process. By integrating diverse perspectives and fostering a shared responsibility for education, TEIP schools can become catalysts for positive social change.

Keywords: Participation in Education, Community engagement, Educational Projects.