This contribution builds on the European project "Migrant Children and Communities in a Transforming Europe": http://micreate.eu. During three and a half years, ten European countries and fifteen institutions have explored and stimulated the inclusion of migrant children and youth in educational systems by adopting a child-centred approach at educational practice and policy levels. Considering children and youth at the centre of the inclusion process prevents considering them as 'mere' research subjects and seeing them as 'legitimate others' (Maturana 1990). It avoids looking at them as "inert materials to be prodded, poked and pontificated upon – they are active agents that have viewpoints, aspirations and designs for their futures, which they are not at all reticent in speaking vociferously into existence' (Smyth &McInerney 2012, p. 1). At the same time, it drives researchers, educators, and policy-makers to listen to them, look at them, and try to understand the impact of the migratory experience on them. Also, to better places and meet their educational needs. Too often public discourses and research only considers teachers when discussing inclusion in schools, forgetting that families, children and youth are also critical elements in these processes. However, family participation in school life is not a straightforward process and is difficult and we need to consider the cultural, social and political dimensions involved. However, migrant children and youth are at the centre of a complex system of interlocking systems, shaped by families, school, community, society, economy, technology, international politics, and migration and reception policies. Without disregarding the tangled contexts in which migration processes occur, our presentation focuses on the importance of local and migrant families in fostering migrant children and youth inclusion schools and societies. We draw on the fieldwork carried out in the European project [project name], in which we conducted interviews and focus groups with teachers, families, other educational communities and policy-makers. Outcomes relate to the impact of school segregation in children and youth education processes, the possibilities and limitations of family participation in school, and educational policies' crucial role.

Maturana, H. (1990). Emociones y lenguaje en educación y política. Dolmen. Smyth, J., & McInerney, P. (2012). From Silent Witnesses to Active Agents: Student Voice in Re-Engaging with Learning. Adolescent Cultures, School, and Society. Peter Lang.