Inclusive Education and Social Support to Tackle Inequalities in Society

Funder

Organizational Unit

Publications

Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview

Publication . Aguiar, Cecília; Silva, Carla S.; Guerra, Rita; Rodrigues, Ricardo B.; Ribeiro, Luísa; Pastori, Giulia; Leseman, Paul; ISOTIS research team

We analysed effective and promising interventions, within the classroom and school microsystems, aiming to promote equality and belongingness for immigrant, Roma, and low-income children attending early childhood education and care (ECEC) and primary education in eight European countries. Over 500 interventions were identified, and 78 interventions were analysed. We found that while 79% of the interventions provided some type of language support, only 32% considered children’s heritage language. Importantly, around 22% of the interventions targeted ECEC settings specifically, with most ECEC interventions implemented at the national level, taking place in the classroom and implemented by classroom teachers, and involving language support and family involvement activities. Language support seems to be widespread, recognising the foundational nature of language for learning, communication, and belongingness. However, comprehensive intercultural policies that explicitly support culture maintenance, communication, and positive contact may be valuable in guiding future developments.

2020Journal article

Restricted access

Funding agency

European Commission

Funding programme

H2020

Funding Award Number

727069