The interdependence between social and educational inclusion is a well-established argument in research literature (Sparkes 1999; Slee & Allan,2001; Hills, Grand and Bartlett, 2002; Byrne, 2005; among others). In the case of Newly Arrived Migrant and Refugee Students (NAMRS) educational inclusion is considered as one of the key routes to social integration (Dobson et al, 2021). Also known is that their experiences outside the school often hinder the effectiveness of efforts to integrate them in their new educational environments and to respond effectively to their educational needs. Research has already revealed the array of such experiences and circumstances which have a direct effect on educational inclusion of NAMRS. These include the new roles and responsibilities that NAMRS need to assume within their families (Suarez-Orozco, 2001), the uncertainty about their legal status (Essomba, 2017), the availability and access to mental health support (Fazel et al, 2012), etc. 

On the basis of the above, there is a demand for the development and implementation of holistic approaches to educational inclusion of which respond to the needs of these students and transcend policies and practices in various sectors that affect their lives (Pinson and Arnot, 2010, Kakos and Teklemariam, 2020).

In this symposium researchers from SIRIUS Policy Network on Migrant Education will present the results of their research on key issues related to educational inclusion of NAMRS and will engage in a dialogue about the possibilities, opportunities and challenges in the development and implementation of holistic approaches in educational policy and practice. SIRIUS a European network of researchers, practitioners and representatives of migrant communities which has been conducting research and provides tailored policy advice at European and National levels for over 10 years.

The papers included in this symposium represent a selection of key projects conducted by SIRIUS. In their paper Tomislav Tudjman and Katja van der Schans will present the findings from their study on the use of multilingual books in educational inclusion of NAMRS. They will also discuss multilingualism as a condition to inclusion.

Hanna Siarova and Loes van der Graaf will discuss the key findings from a 4-year long policy analysis project which focused on educational policies across Europe that relate to educational inclusion of NAMRS. The paper will specifically zoom in into synergies between formal and non-formal education to better support inclusion of NAMRS in Europe and what makes such partnerships for inclusions successful and sustainable. 

The paper by Darmody and Kakos draws on a study that focused on migrant parents’ engagement in the education of their children. Taking a comparative case study approach it discusses the experiences of two primary schools in England and in Ireland both of which have developed innovative policies and practices to encourage migrant and refugee parents’ involvement in education of their children.

Kakos’ paper brings together findings from research literature, including research conducted by SIRIUS members. The synthesis of these findings guides a conceptualisation of holistic approaches to educational inclusion which takes into account the diversity and complexity of NAMRS’ needs and offers practical guidance for the development of inclusive policies and practices.

By exploring the diversity and complexity of NAMRS ‘needs and of the implementation of holistic approaches, the symposium will attempt to answer to the following questions:

1.           What are the possibilities and challenges in the efforts for the educational inclusion of NAMRS in formal education?

2.           How can NAMRS and their families be empowered so that they are in position to effectively guide policies and practices that concern their social and educational integration?   

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