The INS Lo Pla d'Urgell in Bellpuig has rejected the Generalitat's pilot plan to integrate Mossos d'Esquadra officers into secondary schools, according to reports on 4 May 2026. This makes it the third institute in the Lleida province to decline participation, following similar decisions by Alfons Costafreda in Tàrrega and Ribera del Sió in Agramunt.
The Generalitat's initiative, which aimed to place plain-clothed, unarmed police officers in six secondary centres across Lleida, has now lost half of its intended participants in the province. The plan, a collaboration between the departments of Education and Interior, seeks to improve coexistence within educational environments.
Growing Opposition to Police in Schools
Outside of Lleida, the Margarida Xirgu institute in L'Hospitalet has also withdrawn from the project. However, one centre in Baix Llobregat, not initially part of the pilot, has requested to incorporate officers. The Generalitat maintains that the presence of officers is intended to promote a better atmosphere.
This argument has been widely rejected by various education unions, student family associations, and other educational bodies since the plan's announcement. Opponents argue that assigning police officers to schools could stigmatise centres and certain students, particularly those in vulnerable situations.
Ongoing Debates and Labour Disputes
The Manuel de Pedrolo institute in Tàrrega remains the only centre in Urgell that has not yet explicitly opposed the plan. Sources within the educational community indicate that this issue is currently under internal discussion at the institute. Mossos are also expected to be integrated into the Val d'Aran institute in Vielha and the Escòla d'Ostalaria in Les. The latter is the only Lleida centre whose management has explicitly stated its intention to collaborate with the initiative.
The Generalitat's proposal comes at a time of significant labour unrest in the education sector. New mobilisations are underway, with demands ranging from improved working conditions and salaries to reductions in student-teacher ratios. The broader significance of the pilot plan's rejection highlights ongoing tensions between government policy and the educational community's vision for school environments.
