The Road to Integration: Education and Migration

Foreword
Executive Summary
	Consider the heterogeneity of immigrant populations
	Develop approaches to promote the overall well-being of immigrants
	Address the unique needs of refugee students
	Ensure that motivation translates into a key asset for immigrant communities
	Provide comprehensive language support
	Organise resources to reduce the influence of socio-economic status on the outcomes of immigrants
	Build the capacity of teachers to deal with diversity
	Break down barriers to social cohesion while ensuring effective service delivery
Chapter 1.  Introduction
	Scope of the Synthesis Report
	Background to the Synthesis Report
	A holistic approach
		Annex 1.A
	Publications
		Reports
		Spotlight Reports
		Working Papers
	Events
		Policy Fora
		Webinars
		Publications with contributions from Strength through Diversity
	References
Chapter 2.  Consider the heterogeneity of immigrant populations
	From evidence to action: Lessons from the field including examples of policies and practices to recognise the individuality of immigrants.
		Consider the various dimensions of an individual’s migration experience
		Develop a stronger evidence base
	References
Chapter 3.  Develop approaches to promote the overall well-being of immigrants
	The academic, social and emotional resilience of immigrant students
	Academic and social adjustment of immigrant students: origin and destination country effects
	The ability of education systems to foster different forms of resilience
	The non-labour market outcomes of adult immigrants
	From evidence to action: Policies and practices to promote the overall well-being of students with an immigrant background
		Adopt the “CHARM” Framework for a resilience approach
		Promote the overall well-being of students with an immigrant background
	References
Chapter 4.  Address the unique needs of refugee students
	What we know about refugee children
	Challenges of refugee children
	Holistic model for the educational integration of refugees
	From evidence to action: Lessons from the field including examples of policies and practices to support refugee children in education
		Responding to learning needs
			Provide access to refugees to all levels of education and allow for flexible pathways
			Introduce early assessment and develop individualised development and learning plans
			Promote language support specifically targeted to refugee students and encourage the development of mother tongues
			Offer specific teacher training and professional development to support the needs of refugee students
		Responding to social needs
			Provide opportunities for identity construction
			Create opportunities for social interactions between refugee and other students
			Adopt whole-school and whole-community approaches to welcome and include refugee students and their families
		Responding to emotional needs
			Support the well-being needs of refugees including mental health
	References
Chapter 5.  Ensure that motivation translates into a key asset for immigrant communities
	Differences in achievement motivation
	Expectations to complete tertiary education
	Unrealistic expectations
	From evidence to action: Lessons from the field including examples of policies and practices to capitalise on the motivation of immigrants for long-term well-being
		Provide skills support to students and adults with an immigrant background to realise their ambitions
		Offer specific educational and career guidance to students with an immigrant background
		Guide immigrant families towards realistic expectations and targets as well as work closely with counsellors
	References
Chapter 6.  Provide comprehensive language support
	Language barriers and the academic and well-being outcomes of immigrant students
	Language barriers for adult immigrants
	Differences in language barriers across student profiles and host countries
	Tailor-made programmes: the importance of the proximity between the origin and host languages
	From evidence to action: Lessons from the field including examples of policies and practices to promote long-term well-being through integrated language support
		Promote plurilingualism and consider offering mother tongue tuition
		Offer targeted language support, especially to late arrivals
		Support opportunities for informal language learning
		Make use of assessments to monitor and improve language skills
		Prepare and support teachers for linguistically diverse classrooms
	References
Chapter 7.  Organise resources to reduce the influence of socio-economic status on the outcomes of immigrants
	The socio-economic status of students with an immigrant background
	Socio-economic status and the academic resilience of students with an immigrant background
	Socio-economic status and the social and emotional resilience of students with an immigrant background
	From evidence to action: Lessons from the field including examples of policies and practices to limit barriers related to socio-economic status
		Understand the role of socio-economic disadvantage
		Provide greater support to disadvantaged students and schools
		Limit the concentration of disadvantaged students
	References
Chapter 8.  Build the capacity of teachers to deal with diversity
	Student-teacher interactions
	Unfair treatment by teachers
	Teacher feedback
	Teachers’ need for professional development
	Knowledge, skills and attitudes needed for diverse classrooms
	Evidence from the field including examples of policy and practices to ensure immigrant students are well supported by teachers
		Integrate diversity and intercultural topics into initial teacher education programmes
		Offer continuous professional development focused on diversity and facilitate peer-learning between teachers in the workforce
		Recruit professionals that reflect the student body
		Support for teachers and school administration in diverse classrooms (social workers, psychologists, language aides or other professionals)
	References
Chapter 9.  Break down barriers to social cohesion while ensuring effective service delivery
	Trust towards others is a key driver of social cohesion
	International migration flows do not always lead to prejudice and increased negative attitudes towards immigrants among native populations
	Education systems can play an important role in mediating new cultural consensus
	From evidence to action: Lessons from the field including examples of policies and practices to promote social cohesion in an age of migration
		Support the acquisition of skills and competences among immigrant communities
		Promote the overall social and emotional well-being of immigrants
		Recognise differences in migration-related experiences
		Build the skills that are necessary to deal with psychological and behavioural challenges arising from acculturation (among both immigrant and natives)
	References
Chapter 10.  Conclusions and next steps
	References