Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value This study presents the informants’ experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.

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The present study investigated the relationship between urban poor students’ perceptions of government assistance and poverty and their level of academic optimism. A survey was administered to 500 urban poor students in two major Malaysian cities, Kuala Lumpur and Johor Bahru. The students were identified and randomly selected for the study with the help of their respective schools. AMOS version 24 was used to test the hypothesised model using Structural Equation Modelling (SEM). The findings revealed a significant direct association between students’ perceptions of poverty and academic optimism. However, no significant indirect influence was found between students’ perceptions of poverty and their academic optimism through government assistance. These findings suggest that government assistance programmes are not necessarily a contributor to students’ academic optimism. The lack of any significant influence between students’ perceptions of poverty and academic optimism, through government assistance, may indicate a need to re-evaluate the existing assistance programmes rendered by the government to students in the urban poor category.

This article discusses intercultural communication in Vision Schools in Malaysia. It also elaborates the extent to which the Vision Schools foster racial interaction across the three major ethnic groups: Malays, Chinese, and Indians. A total of 887 primary school students were surveyed across the Vision Schools. It was found that the intercultural communication in the Vision Schools had triggered intercultural understanding and awareness of cultural diversity in the schools. The dynamics of intercultural interaction were, however, more profound in the national school compared to the other two vernacular schools (Chinese and Tamil national-type schools). Nevertheless, students seemed to appreciate national integration beyond their school experience. Despite their youth, the children understood the significance of maintaining and sustaining national unity. Inspiring school leadership towards fulfilling intercultural awareness and exposure will lead the establishment and existence of Vision Schools in the right direction.