The year leading up to April 2024 saw Ireland record an unprecedented 149,200 immigrants, the highest number in 17 years, with approximately 26% of international protection applicants being children (UNHCR, 2024). This significant influx has intensified the need to address the educational inclusion of migrant and refugee children, many of whom face profound challenges such as language barriers, disrupted schooling, and the psychological impacts of displacement and trauma (Fazel & Betancourt, 2020). These factors demand a robust response from Ireland’s education system, which has already implemented initiatives like English as an Additional Language (EAL) programmes and cross-cultural projects (Block et al., 2014). However, these efforts are often constrained by limited resources, particularly in areas such as teacher training, psychological support, and the development of culturally responsive practices (Gundara, 2000).

This study critically examines the current strategies aimed at integrating migrant and refugee children into Irish schools, identifying systemic gaps and offering targeted recommendations for improvement. It emphasises the importance of addressing mental health needs through trauma-informed approaches, fostering an equitable school climate through cross-cultural awareness, and embedding anti-racism education within school policies (Suárez-Orozco et al., 2018). Scaffolded by Bronfenbrenner’s Bio-Ecological Theory (1989), and drawing on international best practices such as Canada’s school-based mental health services and Germany’s parental engagement initiatives (Keles et al., 2018), the research provides actionable insights to enhance Ireland’s approach to supporting migrant and refugee children.

The research is guided by four key questions: 1) What are the main challenges faced by migrant and refugee children in accessing inclusive education in Ireland? 2) How effective are current strategies, such as EAL programmes and cross-cultural projects, in addressing these challenges? 3) What systemic gaps exist in Ireland’s education system regarding the inclusion of migrant and refugee children? And 4) how can international best practices inform the development of a more inclusive and equitable education system in Ireland?

To answer these questions, the study employs a mixed-methods approach, combining quantitative and qualitative data collection. The methodological framework is rooted in Bronfenbrenner’s Bio-Ecological Theory (1989), allowing for an exploration of how various environmental layers, ranging from relationships with peers to broad societal contexts, interact to shape children’s experiences. This includes audit surveys distributed to in-school management teams and educators, semi-structured interviews with school staff, and focus groups with migrant and refugee children (Block et al., 2014). Quantitative data is analysed using R, while qualitative data is thematically analysed using NVivo.

Preliminary findings suggest that while Irish schools have made progress in supporting migrant and refugee children, significant gaps remain. Educators highlight the need for culturally responsive teaching practices, targeted language support, and professional development, and report feeling underprepared to manage culturally diverse classrooms or support children dealing with trauma (Fazel & Betancourt, 2020). Students’ experiences reveal challenges related to social integration and cultural identity, underlining the importance of inclusive environments that promote belonging and wellbeing (Suárez-Orozco et al., 2018).

The research calls for holistic and systemic approaches to inclusion, including investments in teacher training, language support programmes, and peer networks that promote social integration (Keles et al., 2018). It further emphasises the need for more collaboration between schools, families, and community organisations to create supportive ecosystems for migrant and refugee children (Gundara, 2000).

This study employs a mixed-methods approach, structured into four phases, to explore the educational inclusion, acculturation, and psychological wellbeing of migrant and refugee children in Ireland. The first phase involves a comprehensive review of existing literature and policies relevant to migrant and refugee education in Ireland, such as language support, teacher training, and the integration of trauma-informed practices, to establish the theoretical and contextual foundation for the study. The second phase involves the distribution of two audit surveys: one for in-school management teams and another for educators. The Audit Survey for In-School Management Teams, or Administrators (ASA) comprises 33 questions, covering operational practices, support programmes, and demographic data. The Audit Survey for Educators (ASE) includes 38 questions focused on classroom dynamics and interactions with migrant and refugee students. Questions explore the availability of support programmes, the challenges faced by schools, and the training needs of teachers. Both surveys are digitally administered to ensure wide-reaching and efficient data collection. The third phase consists of semi-structured interviews with school management teams and educators. The Semi-Structured Interview for In-School Management Teams (SSIA) uses 20 questions to explore their experiences and strategies, while the Semi-Structured Interview for Educators (SSIE) employs 28 questions to examine classroom practices and challenges. Topics include the implementation of inclusion policies, classroom challenges, and strategies for supporting migrant and refugee children. The fourth phase involves focus groups with migrant and refugee children to capture their firsthand experiences of inclusion, acculturation, and wellbeing. These sessions provide rich qualitative data that complements the survey and interview findings. Finally, the data is analysed using R for quantitative data and NVivo for qualitative data. Data triangulation ensures the reliability and validity of the findings. This multi-phase approach allows for a comprehensive exploration of the complex interactions between policy, practice, and the lived experiences of migrant and refugee children in Irish schools.

This research provides a comprehensive understanding of the challenges and opportunities in fostering inclusive education for migrant and refugee children in Ireland. By applying Bio-Ecological Theory, the study highlights the importance of addressing the dynamic between individual, social, and institutional factors in supporting these children’s acculturation and wellbeing. Key findings underscore the need for culturally responsive teaching practices, targeted language support, and professional development for educators. The research also emphasizes the critical role of peer networks and community collaboration in promoting social integration and belonging. Many students struggle to feel a sense of belonging in their school communities, which can affect their emotional well-being and academic performance. Language barriers, coupled with a lack of targeted support, further exacerbate these challenges, limiting their ability to fully engage with the curriculum. The study’s implications for policy and practice are significant. It calls for holistic and systemic approaches to inclusion, including investments in teacher training, language support programmes, and peer networks. The findings also highlight the need for greater collaboration between schools, families, and community organisations to create supportive ecosystems for migrant and refugee children. Recommendations include expanding EAL programmes to ensure equitable access to the curriculum, providing trauma-informed training for educators, and fostering partnerships between schools and mental health professionals. Additionally, embedding anti-racism education and cultural awareness programmes into school policies can help create more inclusive environments that benefit all students. By addressing these challenges, this research aims to contribute to the development of more equitable and supportive educational systems, ensuring that all children have the opportunity to thrive. The findings will be disseminated through academic publications, policy briefs, and presentations at conferences, fostering dialogue and collaboration among researchers, policymakers, and practitioners.

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