Inclusión educativa escolar en migrantes deLatinoamérica:

Objective: The research aimed to systematize findings on school inclusive education in migrants from Latin America. Methodology: Seventy-two scientific papers from EBSCOhost, Redalyc, Dialnet, and SciELO databases were analyzed following the PRISMA criteria. The content was classified by a data extraction matrix to conduct the analysis and the creation of categories. Results: Access for migrant students is favored but there are no conditions to promote their retention in education institutions against administrative obstacles, discrimination, and socio-emotional impacts, and also linguistic and cultural difficulties. Teachers try to adapt their teaching approaches to promote inclusion with scarce resources and training but sometimes they just limit it to integration. Moreover, migration impacts family structure and students’ levels ofeducation. Conclusions: Education systems face challenges in the implementation ofeducation policies to ensure effective inclusion. The need for a comprehensive approachthat includes academic achievements, and the needs of the education community is highlighted.