Education of migrant children: Education policy responses for the inclusion of migrant children in Europe

Abstract

RAND Europe is an independent, not-for-profit policy research organisation that aims to improve policy and decisionmaking in the public interest through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.R® is a registered trademark. The European Platform for Investing in Children (EPIC) was set up to explore demographic and economic challenges in the EU from a child and family-focused perspective. Its purpose is to share the best of policymaking for children and their families, and to foster cooperation and mutual learning in the field. This is achieved through information provided on the EPIC website, which enables policymakers from the Member States to search evidence-based child-focused practices from around the EU and to share knowledge about practices that are being developed, and also by bringing together government, civil society and European Union representatives for seminars and workshops to exchange ideas and learn from each other. Support RANDRAND Europe is an independent not-for-profit policy research organisation that aims to improve policy and decisionmaking in the public interest, through research and analysis. RAND Europe's clients include European governments, institutions, non-governmental organisations and firms with a need for rigorous, independent, multidisciplinary analysis. This document is designed to provide insights into issues of interest to policymakers and practitioners. It has been reviewed by one of EPIC's external experts in child and family policy, and internally, following RAND's quality assurance processes.The opinions expressed do not necessarily reflect the position of the European Commission.ii 3 Education of migrant children: Education policy responses for the inclusion of migrant children in EuropeBarbara Janta and Emma Harte, RAND Europe Executive summary  Roughly 10 per cent of the EU population were born in a different country from the one in which they reside. Children under the age of 15 constitute five per cent of this group.  Although the pattern varies by country, children with a migrant background (either first-, second-, or higher-order-generation migrants) show tendencies towards lower educational performance and are more likely to leave school early than their counterparts from a native background.  Some evidence suggests that socio-economic disadvantage can have a more negative impact on educational outcomes than being from a migrant background. It is more likely that a high concentration of children from a socio-economically disadvantaged background, or from families with low educational attainment, has a greater impact on peer outcomes than a high concentration of migrant children.  There are some solutions to the intersectional challenges faced by migrant children in education.For example, it is important to ensure that migrant students learn the language of instruction and maintain a relationship with their mother tongue, if different. In addition, it could be useful to build relatio...

Education of EU migrant children in EU Member States

“…We therefore aim to build a definition of an EU migrant and EU migrant child on this basis. Janta and Harte (2016) explain that there is no clear consensus on the definition of who constitutes a migrant or migrant child, but that there are some accepted ways of characterising these groups. Some interpret a migrant as an individual who was born in one country but who now resides in another, irrespective of their citizenship, a definition which works on the basis that country of birth cannot change while citizenship can (Tromans et al 2009).…”

“…income, family status) can have an impact on educational outcomes, and children from a disadvantaged background can achieve lower levels of attainment than those who are not (Guérin 2013). Other sources state that the concentration of children from a socio-economically disadvantaged background, and the educational attainment of their parents have a stronger association with children's educational performance than the concentration of migrants (OECD 2015;Jensen 2015;Janta & Harte 2016). Writing about the importance of ECEC, Esping-Andersen (2008) explains that disadvantage can often be transferred from one generation to another.…”

“…As such, children who have never attended school can be placed in a class group relative to their age (Ryan & Sales 2011). Migrant parents may not be able to navigate linguistic barriers and are perhaps less likely to engage with schools and their child's learning (Janta & Harte 2016;Heckmann 2008;Crul & Schneider 2009;Dumčius et al 2013). …”

“…As outlined by Janta and Harte (2016), a migrant child can be viewed as one who is born in a country other than the one in which they reside and is labelled a first-generation migrant. However, a migrant child can also be defined as someone born in the country in which they reside but whose parents (one or both) were born elsewhere.…”

“…Janta and Harte (2016) produced a policy brief for the European Platform for Investing in Children focusing on policy responses to the inclusion of migrant children in Europe. The policy brief examined the varied challenges that migrant children and children with a migrant background might face that can impact on their educational attainment.…”