Despite the constant effort to promote the social inclusion of migrant children and young people from public policies and school practices, this is an objective that we are far from achieving, in regions around the world. This article presents the results of the analysis of 52 individual interviews (with stakeholders, school principals and education professionals), 12 discussion groups (with teachers and families) and 90 observations in schools. The results delve into the shortcomings and tensions of public policies for social inclusion, identified by policymakers, management teams, NGO directors and researchers from across the country. The analysis reveals that educational policies leave in the schools' hands a whole series of challenges that must be solved to promote the students' social inclusion. However, schools cannot assume many of these challenges, as their resolution is not within their reach. The paper points out key issues that must be urgently addressed from policies, especially in relation to inter and intra-school and inter-school segregation, resource management and the consolidation of a sustainable and coordinated network of educational actors.
|Translated title of the contribution||The challenge of social inclusion, beyond school: Tensions and deficiencies in the integration policies of migrant girls and boys in spain|
|Journal||Education Policy Analysis Archives|
|Publication status||Published - 2021|
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