Immigrants Families’ and Teachers’ Expectations from Children in Primary Education: Implications for Inclusive Education

Abstract

Abstract This research aims to study first-generation immigrant's families’ and classroom teachers’ expectations from children in primary education in the Basque Autonomous Community (Spain). Data from 302 primary children's families and their classroom teachers were obtained among 24 schools of the Basque community. Families have more positive expectations towards their children's academic achievement and Spanish and Basque achievement. While families expect their children to establish closer relationship with people born in the Basque Country, classroom teachers’ believes that students will maintain to a great extent their native language and friendships with peers from their country of origin. The results suggest implications for an inclusive education.