A SYSTEMATIC LITERATURE REVIEW OF INTERVENTIONS PROMOTING THE SOCIAL INCLUSION OF ELEMENTARY SCHOOL CHILDREN WITH ETHNIC MINORITY AND IMMIGRANT BACKGROUND

The literature shows that children from an ethnic minority or immigrant background often face social exclusion in partner countries of the European Union.Educational settings play an important role in forming the intergroup orientations of children and can potentially promote pro-social behaviour, thus supporting peers to be inclusive towards each other and overcome ethnic and cultural differences.The purpose of the study was to identify interventions that promote social inclusion of ethnic minority and immigrant children in formal and non-formal educational settings by shaping the intergroup relations and orientations of children as well as their social skills.A systematic search was conducted in three databases (Scopus, Web of Science, ProQuest).After excluding duplications, 2565 studies were assessed for eligibility.We included studies written in English, with participants between the age of 5 and 12, examining both majority and minority samples.We found 12 eligible studies.Data was synthetized regarding the content and common elements of interventions, methodological characteristics, and contextual factors of feasibility.Six studies used qualitative methods, other five used quantitative methods, while one used a mixed approach for measuring the effect of the interventions.Our results show that most interventions for inclusion are implemented in a formal educational setting, mainly focusing on children aged between 5-10.Three studies involved parents in the intervention.The studies focused on the following inclusive approaches: multiculturality, positive peer-interactions, prejudice reduction, social and communicational skills, interactivity, cooperation.