Inclusive education with an intersectional approach, for the school success of girls and boys of migrant origin.

Project Details


The Eurydice report "Integration of pupils with a migrant background in European schools: national policies and measures", published at the beginning of 2019, highlighted the high rates of early school leaving among foreign-born pupils.
Foreign-born pupils. Spain with 31.9% and Italy with 30.1% rank second and third respectively in the statistics out of 22 European countries, with Greece with 16.9% in ninth place. Also of great concern is the fact that Spain with 15.6% of pupils born in Spain is in fifth place in terms of early school leavers and Italy with 12% in ninth place, while Greece with 5.4% is in 26th place, this time in a comparison of 34 countries, according to the report. Greece's better data would be a learning experience for the other countries, but when in Greece the difference between the early school leavers of foreign-born pupils is almost three times higher than that of native-born pupils, something is going wrong, as it is in Spain and Italy where it is more than twice as high, showing the importance of strengthening the educational inclusion of these groups.
Educational inclusion of these groups. The Covid-19 pandemic that will break out in 2020 has led to the closure of educational centres to prevent the spread of the disease and has lasted 15 weeks in Spain during the 2019-2020 academic year, while in Greece it has been 36 weeks and in Italy 38 weeks, affecting both the 2019-2020 and 2020-2021 academic years. The differential impact by gender and origin of students due to school confinement and mixed schooling with strong dependence on NICTs, with an impact beyond the digital divide and access to devices, has been identified in a prospective study carried out in public and state-subsidised schools in Madrid and Barcelona at the end of the year 2020. As UNESCO points out, prolonged and repeated school closures increase learning losses and the risk of dropping out of school, disproportionately impacting the most vulnerable. Responding to the differentiated needs of girls and boys students from migrant backgrounds to facilitate their school success and social inclusion is the General Objective of this project. We know that there are barriers that can be determinant for these students and that will be aggravated in a post-pandemic context. It is urgent that schools are able to promote educational inclusion with an intersectional approach to these students, the Specific Objective of the project, and for this it is essential to break with the tendency to naturalise the greater dropout of boys and girls from migrant backgrounds, considering it as a matter of inevitably unequal progressive integration.

Short titleIn&InEducation
Effective start/end date1/02/2231/01/24

Collaborative partners

  • Fundación Intered (lead)
  • Centro Studi e Iniziative Europeo (CESIE)
  • Social Action and Innovation Center (KMOP)
  • Regional Directorate for Primary and Secondary Education of Attica
  • Universitat Autònoma de Barcelona (UAB)


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