Educational Inequalities and Good Practices for Students with Migrant Background: literature review and research results

• In Event: Analyzing educational inequalities in the past for a better future: successful interventions to reverse them

Abstract

1. Objectives or purposes
This contribution presents policy recommendations emerging from a review of scientific literature and empirical data focused on educational inequalities and successful practices for students with a migratory background.
2. Perspective(s) or theoretical framework
The theoretical foundation is dialogic pedagogy, which views learning as a co-constructed process based on interaction and meaningful dialogue between teachers and students (Dos Santos et al., 2024). In the context of students with a migratory background, dialogic approaches create inclusive spaces that recognize diverse linguistic and cultural repertoires as assets rather than deficits. These frameworks support the analysis of how inclusive pedagogies can act as transformative tools.
3. Methods, techniques, or modes of inquiry
On the one hand, a systematic literature review has been conducted. The review focused on empirical studies published between 2000 and 2023 in English, addressing educational inequalities and interventions affecting students with a migratory background in primary and secondary education. An initial pool of 185 studies were retrieved through structured searches in Web of Science, SCOPUS, and ERIC.
On the other hand, a longitudinal mixed-methods study will be conducted in 20 schools across different European countries that have implemented successful educational actions (SEA). Quantitative data on students' academic outcomes, sociodemographic background, and SEA participation will be collected and analysed using statistical modelling, including regression and multilevel analysis. In parallel, qualitative data will be gathered through communicative focus groups, daily life stories, and interviews with students, families, and teachers. Data collection is set to begin in August 2025, and analysis will be completed by April 2026.
4. Data sources, evidence, objects, or materials
The literature review analysed 40 peer-reviewed empirical studies. The selected studies span diverse international contexts and examine educational experiences of students with a migratory background in primary and secondary education. These studies provide evidence on access, participation, achievement, and inclusion, focusing on the role of language policies, classroom practices, teacher expectations, and school-family-community relationships.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
The findings from the literature review emphasize that students with a migratory background often face multiple and intersecting barriers to educational success, including language acquisition challenges, cultural discontinuities, limited institutional support, and teacher biases. However, the review also highlights promising inclusive strategies that have been shown to mitigate these disadvantages. These include culturally responsive successful actions such as dialogic gatherings or interactive groups, teaching practices, multilingual education policies, family education programs that validate students’ identities and prior knowledge.
Findings of the empirical research will be presented if the session gets accepted.
6. Scientific or scholarly significance of the study or work
This study contributes to the international literature by integrating evidence from both global research and context-specific practices that address the educational needs of students with a migratory background. By combining a systematic review with a large-scale longitudinal mixed-methods study, it advances knowledge on how SEAs foster equity and inclusion in diverse educational settings.

Authors

• Tiziana Chiappelli, Università degli Studi di Siena

• Sabina Leoncini, Università degli Studi di Siena