The successful integration of immigrant children into European education systems is a pressing societal concern, one that requires a comprehensive understanding of the multifaceted challenges and opportunities involved. While considerable research exists on the educational experiences of immigrant students, gaps remain in the articulation of lived experiences of teachers working directly with these populations and how their perceptions shape pedagogical practices and ultimately, student outcomes (Gitschthaler, et. al, 2021). This paper addresses this gap by focusing on teachers' perceptions of the social integration of immigrant students within European schools, examining the diverse factors influencing their experiences and the implications for policy and practice (Podadera & González-Jimenez, 2023). 

     This study seeks to investigate the following research questions: First, what are the key challenges teachers perceive in supporting the social integration of immigrant students in their classrooms? This includes examining the perceived difficulties related to language barriers, cultural differences, differing educational backgrounds, and potential biases or discrimination within the school environment. Second, how do teachers' perceptions of available support mechanisms and resources (e.g., professional development, administrative support, community partnerships) influence their ability to foster social inclusion?  Existing research highlights the crucial role of adequate support systems, but the teachers' perspectives on the effectiveness and accessibility of these systems are rarely directly explored. (Gitschthaler, et al, 2021). Third, what strategies and pedagogical approaches do teachers employ to promote social inclusion, and how do these approaches reflect their understanding of the students' diverse cultural backgrounds and needs?  While studies like Wei (2024) offer valuable insights into pedagogical approaches, continued articulation and comparison of diverse European perspectives on teacher-implemented deepens our understanding of the variations in practice. 

     The objective of this paper is to explore teacher perceptions across diverse European contexts, identifying common themes, and best practices in promoting social integration. This analysis will draw on data collected through focus group interviews with teachers working in Cyprus, Finland, and Greece. The findings will contribute to a deeper understanding of the complexities of social integration in schools and inform the development of more effective policies and practices aimed at supporting both teachers and immigrant students. 

     The conceptual framework for this study will draw upon Cerna’s framework of the 4A's (availability, accessibility, acceptability, and adaptability) developed for assessing the quality of education for refugee children (2019), adapted for the current study’s wider population of immigrant children and examining how these factors impact teacher experiences and perceptions.  Further, the study will consider how existing research on the impact of school segregation (Kjelaas, 2023) and the importance of effective language support (Horgan, et al., 2022; Taylor, et al., 2023; & Alisaari, et al., 2019) shape teachers' perspectives.  Moreover, the research will critically engage with the comparative analyses of integration strategies across various European nations (Koehler & Schneider, 2019; Crul et al., 2016; Szczepaniak-Kozak et al., 2023), acknowledging the diverse socio-political contexts influencing teacher perceptions.  Finally, the challenges faced by newly arrived migrant children placed in separate programs, (Aarsæther, 2021; Taylor, et al., 2023) and teacher views on the implications of these placements for classroom practices and student outcomes will be considered within our comparative framework (Bajo Marcos, Fernández García & Serrano Sanguilinda, 2024). 

Participants Teachers from Cyprus (n=10), Greece (n=10), and Finland (n=7) participated in the study. All teachers had previous experiences of teaching students with immigrant backgrounds. Both class teachers, subject teachers, special education teachers and head teachers participated in the study. Data collection The criteria set for recruiting teachers for the focus group interviews was that the school they worked in was an elementary or secondary school and that the school had a significant percentage of pupils with an immigrant background. The researchers identified schools meeting the criteria in each country and contacted them to get approval for recruiting teachers. Participation was voluntary and those teachers agreeing to participate in a focus group interview were contacted to set a time and a date for the interview. The focus group interview conducted in Cyprus was done in person at the school facility, whereas the focus group interviews in Greece and Finland were conducted online using teleconferencing systems. The focus of the interviews was on challenges to inclusion of migrant pupils, the reasons for these challenges, available support as well as good practices. The researchers in each country followed the same interview protocol to ensure consistency across interviews. The focus group interviews were recorded with participants consent, transcribed verbatim and translated to English to facilitate the analysis. Data analysis The data was analyzed using thematic analysis, following the steps outlined by Braun and Clark (2006). Initially, the data was transcribed verbatim and thoroughly read by two researchers to ensure familiarity. Next, the researchers separately worked on generating initial codes by systematically identifying and labeling significant features of the data. These codes were then collated into potential themes, which were reviewed and refined to ensure they accurately represented the data. The two researchers then compared their separate analysis, and any discrepancies were discussed until an agreement was reached. The themes agreed on were then defined and named, providing clear definitions and capturing the essence of each theme. Finally, the themes were woven into a coherent narrative, illustrating the patterns and insights derived from the data

Preliminary findings suggest a convergence of challenges at both the school and teacher levels. At the school level, a lack of official inclusive policies and strategies, coupled with insufficient resources and funding, and limited engagement with migrant families emerged as recurring themes. These systemic deficiencies likely exacerbate challenges faced by teachers, who reported encountering significant linguistic and cultural barriers, a lack of targeted training and support, insufficient time for individualized attention, and, in the case of Finland, limited opportunities for collaboration. These preliminary findings underscore the importance of a multi-pronged approach to fostering inclusive education. Further analysis of the qualitative data will delve deeper into the complexities of these challenges, exploring the lived experiences of teachers and identifying specific strategies that promote social integration despite systemic constraints. We anticipate uncovering valuable qualitative data demonstrating how contextual factors shape teachers' perceptions and practices, highlighting successful strategies for overcoming barriers and building more inclusive educational environments. The analysis will reveal how teachers adapt their approaches to diverse cultural backgrounds and language levels, and how systemic support (or lack thereof) impacts their ability to effectively integrate immigrant students. The expected outcomes include a detailed typology of challenges faced by teachers, a comparative analysis of effective integration strategies across the four countries, and policy recommendations tailored to address the identified systemic and pedagogical gaps. This research aims to contribute significantly to the ongoing conversation surrounding inclusive education for immigrant students in Europe, providing actionable insights for policymakers, educators, and researchers striving to create truly welcoming and supportive learning environments. This work will directly inform future research into charting more effective pathways for social integration, emphasizing the crucial role of teacher support and systemic changes necessary to support both educators and immigrant students.

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