Intercultural values at school and children’s sense of belonging: IMMERSE project results

Abstract

El estudio analiza cómo los valores interculturales en los centros educativos influyen en el sentido de pertenencia de estudiantes con y sin antecedentes migratorios, a partir de los datos del proyecto europeo IMMERSE. Se aplicó un enfoque cuantitativo con datos de 393 centros y más de 24.000 niños en seis países europeos. Los resultados muestran que las escuelas donde directivos y docentes integran valores interculturales —como pluralismo, respeto y reconocimiento de la diversidad cultural— presentan mayores niveles de pertenencia, especialmente entre alumnos migrantes. Asimismo, la incorporación de contenidos sobre religiones, culturas y prejuicios favorece la inclusión y reduce la brecha entre grupos. Los hallazgos destacan el papel decisivo del liderazgo escolar y la coherencia institucional para generar entornos educativos inclusivos y cohesivos, reafirmando la necesidad de políticas que integren la interculturalidad como eje de la identidad escolar.

In an increasingly globalised world, fostering inclusivity and a sense of belonging in schools has become a key challenge for educators. The integration of intercultural values in educational institutions is widely recognised as essential for fostering a sense of belonging, particularly among students from migrant backgrounds. However, there is limited research on how school leadership, teacher attitudes, and curriculum content are aligned with intercultural values, and how they affect the sense of belonging among migrant and non-migrant students. This paper examines the role of school leadership around intercultural values and its effect on the sense of belonging of children with both migrant and non-migrant backgrounds. Using a quantitative approach, grounded in a pragmatic research paradigm, the authors analysed data deriving from the IMMERSE project’s socio-educational integration indicators collected in 393 educational centres across six European countries. The sample comprised 164 school principals, 2052 teachers and 24,419 children aged 7 to 18. The findings underscore the crucial role of an educational institution’s identity, centred on intercultural values, in fostering a sense of belonging among students, particularly those from migrant backgrounds. Schools that prioritise intercultural education not only enhance students’ connection to the school but also reduce the belonging gap between migrant and non-migrant students.