Introduction

• Author: Eurydice (European Education and Culture Executive Agency)
• Pages: 129-130

129

II.1: INTRODUCTION

While the first part of the report aims to provide a comprehensive mapping of top-level regulations and

recommendations in a wide range of areas, this second part of the report aims to provide a more

focussed analysis. It also contributes to finding answers to the overarching question of the report,

which is: what do top-level education authorities across Europe do to promote the integration into

schools of students from migrant backgrounds? However, it does so by looking at the top-level

regulations/ recommendations on some key areas that are close to the individual child, examined in

relation to two main dimensions: the first is linguistic and cultural diversity and the second is the

whole-child approach.

The chapter entitled 'Making room for diversity' focuses on regulations/recommenda tions in three

areas: the teaching of the language of instruction, home language teaching and intercultural

education. Intercultural education may be regarded as an education principle framing teaching and

learning practices in schools. It promotes the creation of a common space in which all students –

whatever their linguistic and cultural backgrounds – can enter into dialogue, recognise their similarities

beyond their differences, show respect for one another, and become ready to change their

representations of themselves and others.

The teaching of the language of instruction to migrant students is an essential task of schools that

enables these students to fully benefit from learning opportunities and be socially integrated in

schools. This teaching can be provided during classes dedicated to this language or it can be provided

by all subject teachers across the curriculum. It can also take place in the context of a curriculum that

promotes multilingualism and the teaching of migrant students' home languages. Depending on the

approaches taken by education authorities, the learning environment may prove to be more or less

'diversity friendly'.

The chapter on 'Promoting a whole-child approach' also focuses on regulations/recommendations in

three areas: addressing the holistic needs of migrant students, supporting teachers in taking a whole-

child approach, and implementing a whole-school approach to migrant students' holistic needs. Taking

a whole-child approach in schools can improve students' educational outcomes by creating a balance

between the attention given to their academic development and that given to their social and

emotional well-being. A number of studies referred to in the chapter confirm that students from a

migrant background may particularly benefit from this approach.

The whole-child approach in schools requires all newly arrived migrant students' needs, i.e. cognitive

as well as social and emotional needs, to be taken into account in their education. The chapter looks

specifically at initial assessment, learning support provided both in the classroom and after school,

and support for the development of migrant students’ social-emotional competences or psycho-social

therapeutic measures to help them recover from stressful experiences. In order to successfully

implement a whole-child approach, teachers need to be trained and supported in this respect.

Moreover, the school context should be one that is based on a whole-school approach, i.e. where

migrant students and teachers work closely with school heads, parents and local organisations in

order to address students' holistic needs.

This analysis focuses on policies and measures in ten education systems: Germany (Brandenburg),

Spain (Comunidad Autónoma de Cataluña), France, Italy, Austria, Portugal, Slovenia, Finland,

Sweden and the United Kingdom (England). The narrower range of education systems permits a

deeper analysis. The education systems were selected on the basis of two main criteria: having a

relatively large migrant population as well as relevant policies and measures in the particular areas

under investigation (see also Context and Part I. Mapping).