Across the 25 EMN Member and Observer Countries that contributed to the Inform, most now provide targeted programmes to help migrant children settle into new educational systems. Language learning remains the cornerstone of inclusion, with bridging or transition classes widely offered to prepare pupils for mainstream education. Psychosocial support and parental involvement are also gaining prominence, recognising the need to address both academic and emotional adjustment. Initiatives in Cyprus, Greece and Ireland illustrate community-based approaches combining language learning, psychosocial support and parental engagement.

Teachers play a decisive role in creating inclusive classrooms. Many EMN Member and Observer Countries are expanding training to strengthen intercultural and psychosocial competences, supported by EU funds such as the European Social Fund (ESF+) and the Asylum, Migration and Integration Fund (AMIF). Networks in France, Cyprus, and Greece promote peer learning and exchange among educators, while European platforms like eTwinning foster collaboration across borders. Anti-discrimination and anti-segregation policies, whether through legislation or inclusion-focused strategies, are also helping schools become safer and fairer learning environments.

Despite these advances, several challenges remain. Shortages of qualified teachers, gaps in data collection, and administrative hurdles continue to affect access to education for migrant children. Some countries also report language barriers, differences in education systems, and higher dropout rates. 

The Inform offers further comparative insights on policies, challenges and good practices supporting migrant children’s access to education across EMN Member and Observer Countries. For further details, you can read the Inform attached below.