| Abstract [eng] |
In recent decades, international migration has become a significant social and political phenomenon with a direct impact on European education systems. Due to geopolitical conflicts, economic factors, and increasing population mobility, schools are increasingly accepting newly arrived migrant students whose cultural, linguistic, and social experiences differ from those of students who grew up in the country. Lithuania has also seen an increase in the number of migrant and refugee children, particularly since the start of the war in Ukraine. These students often face language barriers, differing prior educational experiences, and emotional difficulties, which can negatively impact their learning outcomes (Harju-Autti et al., 2021; Bayat et al., 2025; Borsch et al., 2024; Martin et al., 2023; Bachtsiavanou et al., 2023). The subject of this master’s thesis is the inclusion of newly arrived migrant students in the educational process. The study aims to examine the inclusion of newly arrived migrant students in the educational process at school. To achieve this goal, the following tasks have been set: to substantiate the theoretical assumptions regarding the inclusion of newly arrived migrant students in the educational process at school; to substantiate the research methodology for the inclusion of newly arrived migrant students in the educational process at school; to describe the experiences of teachers, newly arrived migrant students, and their parents regarding their inclusion in the educational process at school. Methods used in the study: an analysis of the scientific literature to substantiate the theoretical assumptions regarding the inclusion of migrant students in the educational process at school; document analysis, aimed at identifying educational documents regulating the inclusion of migrant students and the current situation in Lithuania; semi-structured interviews, aimed at revealing the perspectives of teachers, migrant students, and their parents on the inclusion of migrant students in the educational process at school; qualitative content analysis to analyze the data collected during the study. An analysis of the scientific literature revealed that the successful inclusion of newly arrived migrant students in the school educational process depends on the interaction of various interrelated factors. A theoretically modeled framework of the interaction between factors determining the inclusion of newly arrived migrant students and opportunities that strengthen inclusion. The model highlights the micro-level, where the teacher’s actions, the student’s individual experiences, and family involvement in the educational process are of paramount importance. The teaching methods used by the teacher, the ability to take into account the student’s individual needs, emotional support, and the creation of a supportive classroom environment help the student adapt more easily to the new school. Cooperation between the family and the school, parental support, and active participation in the educational process are also important. It has been found that the quality of inclusion depends not only on formally established conditions but also on their implementation in daily school practice. Inclusion is manifested through a student’s ability to understand the content of instruction, actively participate in the educational process, strive for academic progress, build social relationships, and feel like a part of the school community. A qualitative research strategy was chosen for the study, and a semi-structured interview method was applied. An analysis of interview data from teachers, newly arrived migrant students (NAMS), and their parents revealed that the most important factors for the successful inclusion of migrant students are teacher support, language assistance, peer relationships, family involvement, and a safe emotional environment. The study revealed that the greatest challenges arise from the language barrier, adapting to a new school, and engaging in the educational process. It was also found that student engagement is enhanced by individualized instruction, clear presentation of instructional content, collaboration between school and family, and a positive classroom environment. This master’s thesis consists of an introduction, three main parts (a review of the scientific literature, methodological justification, and empirical research analysis and summary), followed by conclusions, recommendations, and appendices. |
