Abstract:

The multicultural phenomenon in our society has reached significant and pervasive dimensions which today imply, in a more pressing and urgent way, greater attention to the problem of education in contexts of cultural diversity. The European Commission highlights how the process of integration of migrants in Europe is still a problematic issue (EACEA, 2019). Several studies show that the school education of migrant students can represent an effective means of social inclusion and educational success (Bajaj et al., 2017; Evans, Liu 2018; Koelher, 2017; Ahad, Benton, 2018) but, currently indeed, it is undeniable that part of migrant pupils have difficulties in achieving success in the school system and, consequently, in their future lives (De Nicolo et al. 2017; Harte et al. 2016; Huddleston, Wolffhardt 2016). Various factors that contribute to these difficulties include language barriers, parental influence, socioeconomic status and culture shock (Harte et al. 2016; Huddleston and Wolffhardt 2016). Several studies have highlighted the need to carry out research in order to identify the best procedures for integrating migrant pupils into various educational systems (Bajaj et al. 2017; Pino Castillo et al. 2020). On the basis of these premises, the investigation aims to find data that allow us to outline the framework of the integration policies for migrant students implemented in three high school institutions in the Rome area. It also intends to identify critical issues and strengths of the applied model starting from the needs of the various stakeholders (school staff, students, families). The sample is made up of 65 migrant students, 65 italian students, 130 parents, 85 teachers, 3 principals, for a total of 348 subjects from three schools selected according to the criteria of availability and territorial representativeness with respect to the presence of pupils with a migrant background . To carry out the research, a qualitative and quantitative methodological approach was adopted which allowed the development of both descriptive analyzes and reflective thematic analyses. The preliminary phase of the investigation was dedicated to finding information on the context and accurate recognition of the current Italian legislation regarding the inclusion of foreign students. A questionnaire aimed at obtaining general information on the participants and a semi-structured questionnaire created ad hoc were then used, in which the interviewees were asked to describe the practices aimed at the inclusion of pupils with a migrant background active in their schools in relation to reception, educational planning, italian language courses and multicultural education. In the final phase of the investigation, thematic focus groups were carried out with the parents of migrant pupils and with migrant students. The results of the study highlight that the implementation of inclusive and multicultural teaching programs in the Italian schools considered is still in its embryonic state. The figure of the linguistic-cultural mediator in communications between the school, the newly arrived student and the family is fundamental, but the mediation is insufficient in terms of hours and does not seem to satisfy all the needs that the school would have. Among the main critical issues identified there is also the precariousness in the organization of Italian as a second language courses and the difficulty in having adequately trained staff on intercultural issues.

Keywords:

intercultural education, inclusion, migrant students, integration policies, academic success, good practices.