Search Results (27)

More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a school-based psychologist and two high school English teachers to co-design a 12th grade English Language Arts curriculum responsive to the unique strengths and challenges of immigrant youth. Grounded in transformative social and emotional learning, trauma informed principles and culturally sustaining pedagogy, the curriculum weaves together themes of hope, identity, social determinants of health, and agency. The co-development process involved aligning clinical and educational expertise, adapting trauma-informed principles for the classroom, and centering student experience throughout design and implementation. Students reported high satisfaction with the curriculum. Teachers observed stronger student engagement and deeper, more meaningful relationships, attributing these outcomes to the curriculum’s relevance to students’ cultural and community contexts. This case study illustrates the promise of cross-sector partnerships and provides recommendations for creating learning environments where immigrant students can reflect, heal, and thrive through both academic content and emotional connection. Full article

Ireland, historically a country of emigration, has transformed into a hub of immigration. Today, over 200 languages are spoken among its 5.25 million residents, with approximately 750,000 individuals speaking a language other than English or Irish at home. This growing linguistic diversity is increasingly reflected in Irish primary classrooms, where teachers are called upon to support students from a wide range of linguistic and cultural backgrounds). In response, Teaching English as an Additional Language (EAL) modules have expanded across initial teacher education (ITE) programs in Ireland. This study examines over two decades of teacher development initiatives, tracing a shift from an earlier bilingual model—where multilingualism was viewed primarily as second language acquisition—to a more expansive, European-informed vision of plurilingualism. Drawing on recommendations for reflexive, linguistically and culturally responsive education, this research adopts an insider/outsider discursive case study approach to explore student teachers’ preparedness to support multilingual learners in Irish primary schools. Conducted through a collaboration between an Irish teacher educator/module coordinator and an intercultural education specialist, this study employs reflexive thematic analysis) of student teachers’ self-reports from a twelve-week elective module on linguistic and cultural diversity within a Primary Bachelor of Education program. Data were drawn from surveys (n = 35) across three module iterations in 2019, 2021, and 2023. Findings indicate student teachers’ growing awareness of language teaching strategies and resources, developing positive orientations toward inclusive and plurilingual pedagogy, and emerging skills in professional collaboration. However, areas for further development include strengthening agency in navigating real-world multilingual teaching scenarios and embedding deeper reflexivity around linguistic identities, integrating students’ home language and intercultural learning. The paper concludes with recommendations to expand access to language teaching resources for diverse student profiles and support collaborative, shared EAL leadership through professional learning communities as part of teacher education reform. Full article

This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students. Full article

Legal protests are recognized as a legitimate form of civic participation. Illegal protests, on the other hand, are an effective form of civil disobedience, which, however, can take a rather excessive form. This article tracks the trends in expected participation in illegal protests of 8th-grade students using data from thirteen countries participating in all three cycles of the International Civic and Citizenship Education Study (2009, 2016, and 2022). The results of the countries’ overall trends show that students’ anticipation for participation in illegal protest activities has increased in most participating countries. The general trend across the participating countries is that male students have a higher anticipation of participating in all cycles, although in nine countries, the gap between male and female students is shrinking over time, and in two countries, the trends are increasing for both male and female students. In general, students with an immigrant background have higher expectations to participate in illegal protest activities. These findings can inform the development of curricula and teaching strategies to promote critical thinking, ethical decision-making, and constructive civic engagement. The results also suggest that integrating lessons on peaceful advocacy, conflict resolution, and democratic processes can channel student activism into lawful and impactful forms of participation and engagement. Full article

In the context of European migratory flows, the inclusion paradigm gives education the responsibility of welcoming, integrating, and training students in an environment that defends humanistic values of equity, respect and dignity. In higher education, this requires institutions to implement inclusive educational policies, promote supportive cultures, and adopt practices that promote change, development, and individual and social well-being. This study examines inclusion variables and their relationship with well-being in a sample of 256 higher education students, including immigrant (n = 107) and non-immigrant (n = 149) students. Immigrant students reported lower perceptions of inclusion across policies (p < 0.001), practices (p < 0.05), and cultures (p < 0.001) compared to their non-immigrant peers. Furthermore, structural equation modeling analysis revealed that inclusive practices of teachers and institutions are significantly associated with the well-being of all students (β = 0.33, p = 0.032). These results highlight the need to implement inclusive educational strategies in both intervention and research. In this context, innovative approaches to participatory research stand out. These approaches must consider the diversity of students, create conditions that promote the well-being of the entire school community, and promote an academic environment that is agentive, relational, and empathetic, and which supports the integration of immigrant students. Full article

Adolescence is a critical stage marked by identity formation and social challenges, especially for adolescents with migratory backgrounds who must reconcile their ethnic identities with the dominant culture. This study explores the mental health, life satisfaction, student–teacher relationship, and academic achievement of Italian-born, second-generation, and first-generation immigrants. The sample of 680 adolescents (M = 382; F = 280; Prefer not to say = 18; Mean age = 16.77 years) includes native-born Italians (n = 244), second-generation immigrants (n = 210), and first-generation immigrants (n = 226). Data were collected using self-report measures for mental health, life satisfaction, student–teacher relationship, and school achievement. A Multivariate Analysis of Variance identified significant group differences, followed by post-hoc tests to further explore differences between the groups. Second-generation immigrants reported significantly lower emotional well-being compared to their Italian-born peers. Both first- and second-generation immigrants exhibited lower life satisfaction, particularly in peer relationships. In terms of student–teacher relationship, second-generation immigrants perceived higher levels of school danger compared to Italian-born adolescents, possibly driven by discrimination. Academic outcomes revealed significant disparities, with Italian-born students outperforming second-generation immigrants, highlighting the impact of acculturative and bicultural stress. The findings highlight the unique challenges second-generation immigrants face in Italy in balancing cultural integration with preserving their heritage. Full article

This study examined the experiences of 15 refugee school teachers in Athens, focusing on their strategies for working with culturally diverse adult students. Through semi-structured interviews, the research investigated the evaluation of intercultural education that is imparted to adult refugees, the challenges in the program’s implementation for adult refugees, the importance and the necessity of intercultural competence for instructors when working within refugee structures, and the possible ways of influencing the ethnic diversity of adult refugee immigrants that affect teachers’ perspectives regarding their education and social integration. The findings reveal a mix of progress and challenges in cultural education, exacerbated by the global financial crisis and infrastructure deficiencies. Intercultural competence emerges as vital for fostering inclusive learning environments, while embracing ethnic diversity shifts the focus from assimilation to celebration. Success indicators include cultivating a collective consciousness, promoting interaction between cultures, fostering empathy, and providing adequate resources. These insights offer valuable implications for enhancing refugee education and integration efforts in Athens and beyond. Full article

In Catalan schools, the rising influx of newly immigrated students poses significant challenges concerning their inclusion. These students show lower academic performance and self-esteem, are more likely to engage in risky behaviors, and lack support as they cope with the mourning process of migrating. Implementing intercultural education, working on socio-emotional skills, and helping to build a support network can be protective factors in improving the students’ development. This project was implemented in a Barcelona public school and aimed to identify the needs of newcomer students and enhance their inclusion. A questionnaire administered to 30 teachers revealed low knowledge about migratory mourning and intercultural education. Consequently, training sessions addressed to the school’s teaching staff were developed to provide them with the necessary knowledge and skills to deal with these topics. Interviews were conducted with the newly arrived children, specifically with 12 of them. They revealed a need for emotional support, the presence of migratory mourning, and a lack of a support network and socio-emotional skills. Students have appreciated the active listening and the opportunity to share their migration process. Teachers feel more empowered to support students in the migration mourning process after the training sessions. Feedback after the training sessions highlighted the clarity, ease of understanding, and usefulness of the material shared positively. The project lays the groundwork for more inclusive and intercultural initiatives in the school. Integrating the provided training into the teacher training curriculum could have a significant impact, better equipping educators to support recently arrived migrant students. Full article

The number of migrant children in Lithuania is increasing every year. For many years, the majority of migrants (around 82%) were returning Lithuanians, but since 2022, due to the ongoing war between Ukraine and Russia, a large influx of Ukrainian immigrants has been observed: 7761 children have arrived in Lithuania since the outbreak of the full-scale invasion. This study aims to highlight the integration-related challenges that educators face in the context of the increasing number of migrant children. Qualitative, semi-structured interviews (N = 9) were applied to investigate the issue and outline possible solutions from the point of view of educators. The study was conducted in a school with 875 students, including 31 (3.5%) immigrants. The empirical study revealed that the school implements the integration of migrant children in accordance with the recommendations issued by the Ministry of Education, Science, and Sport. Upon the arrival of a migrant child, the committee assesses the child’s knowledge, interviews the parents, and determines the appropriate class placement and learning methods. An individual education plan is then devised based on the expectations of both the child and their parents. Teachers face challenges related to language barriers and cultural differences. The provision of courses developing intercultural competence, more language lessons, and training for both children and their parents are considered to be the most important conditions for the successful integration of migrant children into the education system. Full article

Background: There is a lack of empirical data on the school-age population’s attitudes toward refugees. Despite this, the attention being paid to the integration of refugee students in schools worldwide is increasing. Objectives: First, the present study aims to explore the attitudes of eighth-grade students in Slovenia regarding refugees and to investigate whether there are differences in their attitudes based on the geographical areas from where refugees originate. Second, the study also explores the connections between attitudes and some characteristics of students. Methods: The present study is quantitative; sample: 3466 respondents (representative sample; year 2022). Descriptive statistics and binary logistic regression are used. Results: Most of the students would be willing to help refugees coming from any country. The students are least willing to help refugees from Syria and Afghanistan or Africa. A high proportion of students express fears about what refugees bring, though these fears are varied. Logistic regression shows that civic knowledge and positive attitudes towards immigrants are significantly and negatively related to students’ opinion that refugee children should study in separate schools, while student socio-economic status (SES) and own immigration status are not. Conclusions: The results call for different approaches to be maintained/introduced in schools for tolerance and reducing prejudices for (certain) groups of immigrants/refugees. Full article

Apart from immigrants in Greece who have papers, and perhaps can enjoy greater stability in their lives, there is a very large number of informal immigrants who are faced with the fear of deportation from the country daily. With this in mind, qualitative research was carried out by conducting in-depth interviews with farmers (head of the farm) and quantitative, online research was undertaken using students studying agronomy and/or people who lived in rural areas; the research material was distributed through agricultural/agronomic forums in order to better understand perceptions of agricultural work and find out the main reasons as to why the integration of immigrants and farm workers in Greece is considered to be so difficult. Full article

(1) Background: In a competitive and globalised world, retaining immigrants in entrepreneurial universities is an underutilised asset, one that allows economic development to be better enabled. Thus, studying the entrepreneurial intention (EI) of students enables the development of practices and public policies. (2) Purpose: Although the Theory of Planned Behaviour (TPB) is not a recent approach, its theoretical framework was considered consistent to understand the entrepreneurial intention (EI) of university students, considering the geographic region of origin. (3) Methods: This article is an integrative literature review. The database consulted was the Web of Science. Works available in full until 2022 that addressed at least two TPB antecedents were included. Works that were not articles that included university students were excluded. (4) Results: The articles analysed confirm the predictive power of the theory. However, more standardised studies need to address the role of variables. The African results showed a greater entrepreneurial attitude; Americans and Asians perceived greater behavioural control; and the subjective norm was stronger among Africans. (5) Originality: This work contributes to fomenting attention to this field, providing the development of theories, and suggesting avenues for future research. The authors did not find a literature review on the subject. Full article

The perception that teachers have of cultural diversity is essential when it comes to the educational attention given to immigrant students. The objective is to determine how teachers perceive students’ cultural diversity and families’ commitment with the education of their children, and if this perception can influence teachers’ expectations regarding students and their families. This is qualitative research study based on hermeneutic phenomenology developed through semi-structured interviews, applied on an intentional sample of 16 Spanish primary school teachers. The results indicate that teachers need the assistance of educational specialists, training in cultural diversity, and intercultural communication skills. They also recognize the importance of enhancing collaboration with immigrant families. Hence, education must be rethought, bearing in mind the perceptions of teachers, empowering students and their families with new innovative formulas aimed at incorporating their cultural references in the curriculum, and providing culturally relevant teaching. Full article

In Catalonia, the largest group of immigrants is that of Moroccan origin. Some Moroccan women are conditioned by a traditional family model that is concretised by the spatial separation between men and women in all spheres of society, a fact that influences the socialisation of these women and that, in a migratory context, may have an impact on their early abandonment of formal second language courses. Accordingly, this study aims to analyse the importance of accounting for the culture and gender factors in language teaching in a migratory context. We conducted semi-structured interviews with eight teachers of Catalan and Spanish as a second language, as they are the link between the institution and the students. The results suggest that providing instruction to segregated groups might grant women who are unable to participate in mixed-gender language classes the opportunity to increase their second language proficiency and thus facilitate their integration into the corresponding host territory. Offering gender-specific courses is a particular challenge for public L2 schools, where groups are organised according to the learners’ levels and not according to characteristics linked to origin and gender, as the latter practice may be at odds with the criteria of equality that guide public education in the host territory. Full article

Parental involvement of super-diverse families in the educational process is an integral part of the integration of emergent bilingual students, which, however, entails obstacles to its implementation in Greek schools and worldwide. Τhe present study investigates, through a qualitative case study, the perceptions of eight primary school teachers who had worked in zones of educational priority (ZEPs) in Greek public education, which are also called reception classes, towards the involvement of immigrant and refugee parents in the educational process as well as the barriers that influence it. The methodological tool of semi-structured interviews was used, while the sample was selected with both the convenience and snowball sampling techniques. Some important results reveal the usefulness of parental involvement for all involved persons in the school–family partnership as well as the multiple obstacles to its implementation. The main difficulties encountered by the participants were the parents’ lack of competence in Greek or in an intermediate language as well as their unfamiliarity with a culturally different education system. In response to this reality, the establishment of translation services at school with language and cultural interpreters that could bridge theses distances while recognizing families’ differences as an asset rather as an obstacle emerges as a necessity. Full article