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The results of this study suggest that infants with more low tone symptoms, indicating minor deviances from normal neuromotor development, are somewhat more vulnerable to language delays than those infants who do not have these symptoms.

In societies that are characterised by diversity, citizens are required to have the competences to handle differences. Schools differ in their degree of ethnic diversity which means that they provide different contexts for learning to deal with differences (DD). This study investigated the association between ethnic school composition, the diversity climate (the importance that teachers collectively attach to diversity and the attention they pay to teaching diversity) and students' competences in DD. Multilevel analyses were performed on data from 4,402 students and 535 teachers across 62 secondary education schools in The Netherlands. The results showed a positive relationship between ethnic school diversity and DD-reflection and DD-attitudes. In addition, the degree of ethnic school diversity was associated with more diversity-related practices. However, no relationship was found between ethnic school diversity and teachers' diversity-related educational goals. Moreover, diversity climate was not related to students' DD competences. Lastly, the diversity climate did not mediate nor moderate the relationship between school composition and DD. Implications and suggestions for future research are discussed.

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