Inclusion in education is an issue of primary importance in Italy and in the international context, finding its full place among the objectives of the 2030 Agenda. This contribution proposes policy recommendations based on a review of the scientific literature with a specific focus on Italy on the subject of educational inequalities and good practices aimed at students with a migratory background conducted within the “REVERSE-ED. Trends on educational inequalities over time and successful interventions that contribute to reversing them”. Pedagogy engaged in the search for effective solutions for transformative paths can develop recommendations that allow the implementation of interventions aimed at counteracting the dynamics of exclusion and promoting more equitable and sustainable educational practices.Recent pedagogical research has increasingly focused on the challenges posed by the educational needs of migrant and refugee children to educational systems. This body of studies spans various contexts and methodologies, reflecting a wide range of innovative approaches to improving educational outcomes for vulnerable groups. The paper examines a series of articles exploring crucial dimensions of education for migrant and refugee children, such as language acquisition, cultural integration, the impact of technology, and community support. Educational and social inclusion of these children emerges as a global issue. These studies highlight how traditional approaches adopted by educational and healthcare services often fail to meet the specific needs of these students and their families. Building on international research focusing on the Italian context, policy recommendations will be formulated to enhance effective solutions identified in these studies. The goal is to promote their replicability across various regional, national, and international contexts, providing guidelines for the educational and school inclusion of migrant and refugee students. Another objective is to raise awareness among stakeholders and policymakers, promoting a vision of pedagogy as an autonomous discipline capable of guiding and supporting policies in a transformative process.

The literature review was conducted through the Web of Science, Scopus, and ERIC databases, using combinations of keywords related to educational solutions for migrant and refugee children. To ensure broad coverage, we used keywords. included terms such as “migr-,” “migrant,” “refugee,” “education,” “academic success,” “effective practices,” and “educational inequalities.” The search resulted in 185 works, of which 30 relevant scientific articles were selected for the international context and 10 for Italy. The selection was based on the presence of scientific evidence supporting the proposed solutions. To further refine the selection, additional criteria were applied: priority was given to studies published in the last ten years (with particular attention to the last five), disciplinary diversity, the presence of longitudinal perspectives, and works by authors with a high number of citations, indicating their credibility and influence in the field. This rigorous approach allowed for the collection of a thorough and high-quality overview of the relationships between education, inequalities, and effective solutions for the migrant and refugee population. The selected articles were examined through thematic analysis, which helped categorize key themes and keywords. These elements were grouped to identify patterns and divergences, from which concrete recommendations for inclusive and effective educational policies were drawn. The categorization process highlighted successful models, recurring challenges, and innovative solutions proposed in the literature, contributing to an integrated and multidimensional understanding of the issue. This approach not only identified valuable educational practices but also proposed evidence-based strategies that could guide policies aimed at reducing educational inequalities for migrant and refugee children and youth.

The paper highlights the strategies needed to address the educational needs of migrant and refugee children, emphasizing the importance of innovative and diverse approaches. These studies show how transforming language practices, recognizing cultural strengths, and integrating technology can improve educational outcomes for these vulnerable populations. Only a global and culturally sensitive approach can ensure quality education and foster the integration of these students. It is crucial to promote continuous collaboration among stakeholders by creating inter-ministerial working groups and actively involving educators, families, and local communities. A dialogical and participatory approach, based on the co-construction of educational pathways, is essential to ensure that the experiences of migrant and refugee children are considered in decision-making processes. Promoting inclusivity, cultural understanding, and intersectoral collaboration is key to addressing the educational challenges faced by these students. Future practices must expand the focus on educational equity and meaningful integration. In Italy, the urgency of adopting a holistic approach to education, which addresses not only academic needs but also the emotional and social needs of disadvantaged children, is particularly evident. To respond to their unique challenges, including discrimination, language barriers, and family difficulties, a comprehensive political strategy is needed. Targeted interventions and inclusive language programs can create more equitable educational environments capable of supporting the success and integration of these vulnerable groups. Only through joint effort and forward-thinking vision will it be possible to build educational systems that truly promote the potential of every child.

Akinlar, A., Ugurel-Kamisli, M., Yildiz, H. S., Bozkurt, A. (2023). Bridging the Digital Divide in Migrant Education: Critical Pedagogy and Inclusive Education Approach. Journal of Qualitative Research in Education,36, 30-53. doi:10.14689/enad.36.1646. Artero, M. (2022). Teaching Italian and Reconfiguring Citizenship: The Case of Language Volunteers in Migrant Education. Partecipazione e conflitto, 15.3 pp.898–915. Autiero, G., Nese, A. (2023). Cultural Persistence or Change? Gender Differences in Educational Expectations of First and Second-Generation Immigrants in Italy. Genus 79.1 (2023): pp. 22–30. Boit, R., Conlin, D., Barnes, A.C., Hestenes, L. (2020). Supporting Refugee Preschooler’s Early Learning: Combined Capitals and Strengths of Refugee Families, an Agency, and a Community Preschool Program. Journal of Immigrant and Refugee Studies, 19 (2), 199-212. Carlana, M., La Ferrara, E., Pinotti, P. (2022). Goals and Gaps: Educational Careers of Immigrant Children. Econometrica 90.1 pp. 1–29. Concina, E., Frate, S., & Biasutti, M. (2023). Migrant and refugee students: teaching experiences and teachers’ needs. Form@re - Open Journal Per La Formazione in Rete, 23(3), pp. 94–107. Cucio, M.R.R., Roldan, M.D.G.Z. (2020).Inclusive education for ethnic minorities in the developing world: The case of alternative learning system for indigenous peoples in the Philippines. European Journal of Sustainable Development, 9 (4), pp. 409-418. Daly, N., Limbrick, L. (2020). The joy of having a book in your own language: Home language books in a refugee education centre. Education Sciences, 10 (9), art. no. 250, pp. 1-15. Daniel, M., Ottemöller, F.G., Katisi, M., Hollekim, R., Tesfazghi, Z.Z. (2020). Intergenerational perspectives on refugee children and youth’s adaptation to life in Norway. Population, Space and Place, 26 (6), art. no. e2321. De Carolis, B., Palestra, G., Della Penna, C., Cianciotta, M., Cervelione, A.(2019). Social robots supporting the inclusion of unaccompanied migrant children: Teaching the meaning of culture-related gestures. Journal of E-Learning and Knowledge Society, 15 (2), pp. 43-57. Dovigo, F. (2021). Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy. International Journal of Inclusive Education, 25 (2), pp. 166-18. Fassetta, G. (2015). Communicating Attitudes: Ghanaian Children’s Expectations and Experiences of Italian Educational Institutions. Childhood (Copenhagen, Denmark) 22.1 (2015), pp. 23–38. Gabrielli, G., Impicciatore, R. (2022). Breaking down the Barriers: Educational Paths, Labour Market Outcomes and Wellbeing of Children of Immigrants. Journal of ethnic and migration studies 48.10 (2022), pp. 2305–2323.