A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children

The increasing trend of children's migration, whether forced or voluntary, presents a challenge to policies that aim to ensure social cohesion and protect children's rights. Therefore, adopting a child-centred approach to the socio-educational inclusion of migrant and refugee children can aid in the creation of cohesive and inclusive societies. Inclusive educational environments are collaborative settings that promote participation among children, educators, the community, and other local institutions. Educational communities can play a leading role in implementing public policies that promote social inclusion and intercultural dialogue. Schools play a crucial role in integrating migrant and refugee children. Child-centred practices can be implemented to promote intercultural and linguistic competences, capacity building, and children's agency. This can help to develop a sense of belonging and inclusion for all students. To unlock the potential of inclusive education, reduce inequalities, and achieve more equitable societies, it is essential to integrate a child-centred approach that promotes access to fundamental rights, participation, recognition of cultural diversity, and children's socio-emotional well-being. This review discusses the challenges of adopting a child-centred approach to education for migrant and refugee children. It proposes inclusive interculturalism as a child-centred approach to address the socio-educational deficits of these children in educational settings in Europe. The trend of children's migration, whether forced or voluntary, is increasing. This presents a challenge to policies that aim to ensure social cohesion and protect children's rights. To address this challenge, it is important to adopt a child-centered approach to the socio-educational inclusion of migrant and refugee children. This can aid in the creation of cohesive and inclusive societies. Inclusive educational environments promote collaboration among children, educators, the community, and local institutions. Educational communities can lead in implementing policies that promote social inclusion and intercultural dialogue. Schools play a crucial role in integrating migrant and refugee children. Implement child-centered practices to promote intercultural and linguistic competencies, build capacity, and empower children. This will help develop a sense of belonging and inclusion for all students. To unlock the potential of inclusive education, we must reduce inequalities and achieve more equitable societies. This requires integrating a child-centered approach that promotes access to fundamental rights, participation, recognition of cultural diversity, and children's socio-emotional well-being. Adopting a child-centered approach to education for migrant and refugee children presents unique challenges. The proposal suggests using inclusive interculturalism as a child-centered approach to address the socio-educational deficits of these children in European educational settings.