Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers

Abstract

ABSTRACTThe current study analysed teachers’ methodologies, practices and needs to promote the integration of newly arrived migrant/refugee pupils in educational contexts. Twentynine Italian primary and middle school teachers answered a qualitative survey analysed with ATLAS.ti software. In analysis, seven categories emerged: teaching values and beliefs; students’ cognitive, emotional, and linguistic skills; inclusive class activities and resources; intercultural communication; social interactions in classroom; networking with the local community; and teachers’ needs. Teaching strategies and methods reported included inclusive approaches for supporting the integration of migrant/refugee students and promoting the well-being of the whole class. Creativity and flexibility emerged as two of the main features of teachers’ work. Further needs reported included training, didactic counselling, resources for supporting teaching, economic resources and school organisation. Evidence was found for the complexity of teaching in an intercultural context suggesting a multidimensional approach for analysing educational issues.