Abstract :
[en] Children with a migrant background face numerous challenges in school, and schools are also where society places a great deal of its expectations for migrant integration. As the migration landscape in Europe shifts, places that are welcoming large numbers of immigrants for the first time are looking for the tools and resources to accommodate this population, while places with long histories of immigration are finding new methods and practices. Clear data on the outcomes of programming designed to support migrant children in their integration, and to overcome the challenges they face in schools, is limited. Part of the reason for this is that a great number of initiatives exist only at the local level. The objectives of these programmes and the obstacles they face from inception to implementation, however, are enlightening. This paper presents initial findings from the H2020 project, CHILD UP (Children Hybrid Integration: Learning Dialogue as a way of Upgrading policies of Participation) which researches the social conditions of migrant children’s integration through social participation, with the final aim of proposing innovative approaches to understanding and transforming these conditions. For this initial phase of the project, the partners compiled existing information on the situation of migrant children in schools (including scientific and grey literature as well as their local knowledge of educational practices and programming) in selected local contexts in Belgium, Finland, Germany, Italy, Poland, Sweden, and the UK. Based on this data, this paper links the context of children’s migration, integration, and the achievement gap (with migrant children having lower educational outcomes than local peers), with educational philosophies and approaches in the local contexts. It highlights the different educational and integration challenges that are faced by children and families of various migratory statuses as well as the responses (or lack thereof) from governments and local actors (including individual schools and NGOs). To this end, the paper presents data on the achievement gap, the approaches to home and host country language learning, and systems of school governance in the selected contexts – which overwhelmingly offer a great deal of autonomy to local level actors, from regional authorities to individual teachers. Finally, the paper details the local level best practices, inside and outside of schools, as highlighted by partners. While the chosen practices in each local context were different, they centered around common areas including: combatting bullying and discrimination, improving the parent/school relationship and communication, one-on-one mentoring amongst children, and teacher training. The unique view that is offered by having input from local experts and data on local practices allows for greater insights into the challenges and possible solutions regarding integration. As can be seen from the common elements of the obstacles and approaches, these best practices can be widely shared amongst other local level actors.
