Over the past few decades, Slovenia has been facing massive migration flows from the former Yugoslavian republics, from which the largest number of foreign immigrants in our country originates. Under the provisions of the education legislation, the children of foreign citizens residing in the Republic of Slovenia are given the right of primary school integration under the same conditions as the children of Slovenian citizens; however, the access to education itself represents neither a guarantee of successful inclusion nor an assurance of related academic performance and social inclusion. The purpose of our research is to study three areas of inclusion effectiveness: The social acceptance, the academic performance and the emotion-motivation based relationship towards primary school attendance. At the same time, we wish to explore the process of immigrant children inclusion and the measures taken by the school for a more successful integration of immigrant children. The data was obtained with semi-structured interviews performed with three groups of participants: namely the teachers, parents and the immigrant children themselves; the answers were analysed based on the method of grounded theory. We have established that most immigrant children that were part of the research are successfully integrated in primary schools. The academic performance of children is in most cases good, very good or excellent; which is, besides the knowledge of the Slovenian language, also influenced by intellectual abilities of children, their work at home, their ability to adapt to the course of classes and their parent´s knowledge of the Slovenian language. Most children who were part of the research are well accepted among their peers; the social acceptance is influenced by their knowledge of the Slovenian language as well as their personality, their social skills, integration in extracurricular activities, the assistance of their fellow peers and the general view of immigrants. Also, their motivation and interest in attending primary school is at a high level which is to a greater extent dependant on their academic performance and social acceptance. Our research work helped to cast some light on examples of good practices in working with immigrant children and to identify the factors that influence the inclusion effectiveness.
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