The study of integration processes focused specifically on the educational field has reached a crucial stage with the emergence of both the second generation of immigrants (2Gs) and the arrival of unaccompanied minors (Ums). Schools are in troubles: on the one hand they have to fullfil national statements encouraging intercultural education and immigrant students’ integration and, on the other hand, they have to cope with local budget and human resourses constraints and an increasing anti-immigrant feeling widespread among Italian families. In the paper, I’ll present some aspects of extensive mixed-methods research carried out in Italy on the relationship between schools, teaching staffs, families and initiative devoted to support both educational welcoming and integration processes of Ums and 2Gs. In addition to an exploratory survey addressed to teachers (working at secondary lower level), interviews and focus groups carried out with parents, school counsellors and social workers wirking in tandem with teachers outline the current schooling situation of migrant pupils, identifying a typology of schools (intercultural, folkloric, silent, nationalistic) based on two key variables: 1) how and to what extent school promote a “learning environment open to all, taking into account the migratory paths and able to promote successful educational paths” for both Ums and 2Gs and 2) the level of acceptance/rejection towards migration expressed by italian parents.

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