Tackling Extreme Inequalities in Education. Italian Teachers, Reception Workers and the Inclusion of Unaccompanied Foreign Minors

The educational inclusion of Unaccompanied Foreign Minors (UAMs)\r\nremains a critical challenge within European migration and education policies.\r\nThis study examines the role of Italian teachers, alongside reception workers, in\r\naddressing the educational inequalities faced by UAMs. Drawing on literature\r\non the teacher effect and teachers’ intercultural responsibility, the research\r\nexplores the attitudes and commitment of the adults involved in the educational\r\nrelationship with UAMs. The empirical basis consists of qualitative data\r\ncollected between 2020 and 2022, including nine focus groups with 60 teachers\r\nand 56 reception workers, as well as 52 semi-structured interviews with UAMs\r\nacross various Italian regions. The findings highlight the role of teachers in\r\neither facilitating or hindering UAMs’ access to education, influenced by\r\ntheir intercultural competence and institutional constraints. Two governance\r\nmodels emerge: an “inclusion-oriented” model, characterized by structured\r\ncollaboration between schools and reception facilities, and an “exclusion-\r\noriented” model, marked by weak institutional coordination and discretionary\r\npractices. While some teachers support UAMs’ integration, others perpetuate\r\nbias and exclusion. Future research should focus on strengthening multi-agency\r\ngovernance frameworks, reducing institutional disparities, and enhancing\r\nteacher training in intercultural competences. A structured approach to UAMs’\r\neducation is essential to reducing inequalities and fostering meaningful social\r\ninclusion.