In this article, the authors present data gathered in the Reclaiming Adolescence research project, which investigated the educational hardships of Roma youth by comparing their experiences with their non-Roma peers' in Belgrade, Serbia. Serious inequalities in access to secondary and tertiary education affect the life and career opportunities of Romani adolescents in Europe. Yet, despite a plethora of reports and surveys on this topic, the views of young Roma themselves remain undocumented. This article reports on research that addresses this lacuna in terms of both substantive findings and methodological innovation. Using participatory research techniques and focusing on the young people's voices, the authors reveal the direct impact of experiences of discrimination on Romani students' educational and career choices. Youth-based participatory approaches and support for youth leadership emerge as key tools to building robust and sustained adolescent investment in social and political change.

Given that Roma students are underrepresented in higher education, and that few studies investigated personal and social resources of young Roma adults, our aim was to explore the psychological and social capital of Roma attending college and determine if there are differences compared to non-Roma students. In total, 89 Roma and 105 non-Roma college students filled in the questionnaire. Significant differences between the two groups were obtained for all components of psychological capital, except for self-efficacy. Roma students' family financial and educational status was significantly more unfavorable than that of the non-Roma students. They received support from fewer persons to pursue higher education but have been more civically engaged and received more support from NGO representatives. We can conclude that, despite unfavorable family structure capital, Roma college students have developed a high level of psychological capital. Practical implications are furthered elaborated.

This paper explores the main challenges in teacher education for diversity: the dominant regimes of truth in society that reinforce existing stereotypes/prejudices, the gap between pre-service and in-service teacher education and professional development, the fragmentation of teacher education system, the competences of teacher educators and lack of research and research-based practice when it comes to education for diversity. The paper discusses the impacts of these challenges on teacher professional role as well as the support needed to overcome some of them. The changes need to be made in two domains: the teacher education curriculum that should reflect the idea of teachers as autonomous professionals who initiate and create their own practice, and the education system that needs to support and encourage the autonomy and initiative of teachers and in which teachers could be visible as active participants/leaders in the process of change.

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This study deals with child rights education (CRE) and content related competencies emerging from CRE framework that teachers need in order to ensure rights of the child within the education system. The goal of the research was to describe to what extent primary school teachers demonstrate CRE knowledge, skills of applying that knowledge in school context and the attitudes that support CRE. The survey included 930 teachers, using a questionnaire that examined their CRE knowledge, knowledge application/skills, and their attitudes/values about CRE. The results of the survey revealed that, among teachers, there is an insufficient level of knowledge and skills that are crucial to ensure respect and exercise of the rights of the child within the education system, and that they exhibit attitudes that point to misunderstanding of the meaning and significance behind certain child rights and the Convention as whole.