Educational inequalities remain a significant challenge, despite international efforts aimed at fostering more inclusive and equitable learning environments. Vulnerable groups continue to face barriers that severely limit their educational opportunities and outcomes (Baysu et al., 2018; Becker & Tuppat, 2018). However, whereas a substantial body of research has examined educational inequalities (Breen et al., 2008; Brinbaum, & Lutz, 2017), it remains crucial to conduct research that identifies which interventions are effective in mitigating such inequalities over time (Ruiz-Eugenio et al., 2023). To contribute to filling this gap, this study provides a mixed-methods analysis of longitudinal data from Catalonia (Spain), combined with qualitative evidence, to examine the impact of Successful Educational Actions (SEAs) in reversing educational inequalities. First, it compares standardized test results from 2019 and 2024 of a group of 10 schools of high complexity (vulnerability index used in Catalonia) implementing SEAs with the results of the same tests obtained by all Catalan schools in the same years. Second, it compares the evolution of the results of one of those 10 schools (Z school) in those standardized tests in 2011, 2019 and 2025 with results obtained in the same tests by all Catalan schools in the same years. These longitudinal analyses have been complemented with communicative interviews with teachers, family members and students from Z school. The longitudinal analyses reveal substantive improvements in students’ outcomes in schools implementing SEAs. In Z school, which began implementing SEAs in 2017, the proportion of students performing at the lowest levels in languages (Catalan, Spanish, English) and mathematics declined markedly over time, reversing earlier negative trends and outperforming the Catalan regional average. For example, the share of students at the lowest achievement level in mathematics dropped from 44,4% in 2011 to 9,10% in 2025, compared to a more modest stabilization in Catalonia (18,5% to 12,3%). Furthermore, when expanding the lens to the ten schools implementing SEAs, similar patterns emerge. Between 2019 and 2024, the proportion of students at the lowest level in mathematics decreased from 20% to 14.51%, whereas the broader Catalan average remained relatively stable (13% to 12.2%). Qualitative findings confirm these improvements. Teachers report higher levels of student engagement and academic expectations, while families emphasize increased involvement in learning processes and a shared commitment to academic success. By combining quantitative longitudinal data with qualitative analysis, this paper demonstrates the value of longitudinal approaches for identifying real trends of change in educational outcomes.

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