Eurydice recently published a report on diversity and inclusion in schools in Europe. You can find the full study here.

We asked the authors of the report, Sogol Noorani, Diana Antonello and Ania Bourgeois, to answer a few questions on the situation that emerges from their analysis.

Improving access and participation and promoting equal opportunities and support in education are fundamental to ensuring that no student is left behind. What are the main initiatives supporting learners who are most likely to experience disadvantage and/or discrimination across the Eurydice education systems?

Most reported national policies aim to promote access to mainstream education for students with special educational needs or disabilities. For example, as a result of amendments of the law on education in Lithuania, all general education schools will have to ensure as of September 2024 the access of students with special education and provide the necessary assistance and services, teaching tools and adaptations of the educational environment.  Another example related to improving accessibility and infrastructure can be found in Poland where, as part of an EU funded project, an ‘accessible school model’ is currently being implemented that will set standards in terms of architectural, technical, educational and social accessibility.

Policies aimed at supporting migrant, refugee, and ethnic minority students are also widespread. These are mainly support measures to help students master the language of schooling. Some countries also promote home-language teaching and interventions to address the students’ social and emotional support needs.

Furthermore, many countries have implemented or strengthened measures that ensure financial support for students from disadvantaged socioeconomic backgrounds to cover various school-related expenses, including school materials, transportation, and meals. This may also involve collaboration with social services.

Which groups receive most attention in the existing policy frameworks and in which areas do we need to invest more focus and dedication?

Students with special educational needs or disabilities are the main target group in all areas investigated in the report – data monitoring, strategic policy frameworks, policies promoting access and participation, national curricula, learning and social-emotional support policies, and teacher education and training. Nevertheless, the data on enrolment rates in mainstream education for learners with officially recognised special educational needs reveals considerable disparities across European countries. Therefore, continued efforts are needed to promote equal access to and inclusion of all students in mainstream settings.

Moreover, additional areas that require further attention relate to tackling gender stereotypes and combating bullying and discrimination of LGBTIQ+ and religious minority students. These target groups and areas of intervention are least frequently covered by national policies and measures presented in our report. Therefore, there is a pressing need for greater emphasis on these critical issues.

Are diversity and inclusion considered in school curricula and are teachers prepared and trained to face these challenges?

All education systems report that diversity and inclusion are considered in their curricula, either as a general principle or aim, through specific subjects such as citizenship education, ethics or history, or through cross-curricular areas such as intercultural education. Moreover, around half of the education systems report reforms within the last five years to further strengthen these dimensions.

Education authorities across Europe widely promote teacher education and training on issues related to diversity and inclusion. However, participation rates in some of these training programmes tend to be low, and teachers report concerns over a lack of preparedness to effectively manage inclusive classrooms.

Another area of concern is related to ensuring the necessary financial resources to employ educational support staff in schools. This dedicated staff can play a crucial role in providing immediate support to students facing any challenges or barriers to their education and development.  They can effectively assist schools and teachers in providing inclusive education.

Based on the report’s findings, what should be the focus when addressing discrimination and disadvantages in schools?

The report shows that despite numerous, relevant and recent policy developments aimed at combating discrimination and disadvantages in schools, we still need to advance on creating truly inclusive education systems, structures and policies. Such systems should avoid a reductionist approach with a focus on some groups of learners over others or addressing only certain intervention areas. Promoting diversity and inclusion in education means enabling all learners, regardless of their personal and social characteristics, to learn together while ensuring that they have access to the specific support measures they require.

Author: Anna Maria Volpe