Today migartions are a common phenomenon, influencing both migrant families and destination countries. Countries implement different migration and integration policies to ensure the best possible conditions for integrating migrants. However, varying elements, comprising an informal discourse, play an important role in the integration process. Examples of such elements are types of migration, linguistic proximity, the efforts of migrants to integrate and attitudes of the majority population towards migrants. The totality of these various formal and informal factors constitutes country specific migration regimes. Migration regimes can strongly influence the process of integration and, consequently, successful inclusion of immigrant children in the school system. Research shows, that achievements of imigrant pupils differ significantly accross countries, with immigrant pupilsʼ achievements mostly being lower than the achievements of their native counterparts. Language is often a main cause of barriers to high achievements, which is why attention has to be paid to teaching and learning the language of the host country. Implementing successful integration policies and appropriate approaches in schools can provide adequate support in the process of achieving desirable learning outcomes and equal inclusion in society later on.
In the research section we present interviews with four migrant families. We were particularly focused on their perceptions of the Slovene school system. We found their perceptions of the school system rather positive and their childrenʼs school achievements very satisfying.
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