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

The educational inclusion of Unaccompanied Foreign Minors (UAMs) remains a critical challenge within European migration and education policies. This study examines the role of Italian teachers, alongside reception workers, in addressing the educational inequalities faced by UAMs. Drawing on literature on the teacher effect and teachers’ intercultural responsibility, the research explores the attitudes and commitment of the adults involved in the educational relationship with UAMs. The empirical basis consists of qualitative data collected between 2020 and 2022, including nine focus groups with 60 teachers and 56 reception workers, as well as 52 semi-structured interviews with UAMs across various Italian regions. The findings highlight the role of teachers in either facilitating or hindering UAMs’ access to education, influenced by their intercultural competence and institutional constraints. Two governance models emerge: an “inclusion-oriented” model, characterized by structured collaboration between schools and reception facilities, and an “exclusion-oriented” model, marked by weak institutional coordination and discretionary practices. While some teachers support UAMs’ integration, others perpetuate bias and exclusion. Future research should focus on strengthening multi-agency governance frameworks, reducing institutional disparities, and enhancing teacher training in intercultural competences. A structured approach to UAMs’ education is essential to reducing inequalities and fostering meaningful social inclusion.