The aim – to develop professional competences of teachers and special educational staff for creation an inclusive academic, social and emotional environment for migrant pupils. The aim was achieved through the following objectives: 1. provide teachers and special educational staff with innovative training material (OER) and knowledge to enable them to work with the marginalized pupils; 2. supply teachers and special educational staff with teaching/learning tools to reduce learning disparities and strengthen pupils’ mental well-being; 3. increase the capacity of school communities (teachers, parents, pupils, school administration) to foster successful inclusion of migrant pupils through dialogical groups; 4. support teachers and special educational staff in dealing with diversity in the classroom through exchange of work based best pedagogical practices. We wanted to create useful training material and tools for teachers, school leaders, special staff education which enable them to meet professionally the challenges posed by the rising wave of migration and re-immigration in Europe and the rest of the world. Also, to support pupils from migrant backgrounds to become well-integrated into education system and community.
Migration flows from outside and within the EU have increased in recent years. During this movement migrant children and parents face a number of challenges related with the migrant status, segregation, different social, cultural, linguistic background, education systems, the new rules in schools. The data from PISA (2018) has shown that migrant students are at a disadvantage in European societies. The above mentioned reasons effect pupils’ learning achievements, social-emotional development, even dropping out of school, employment opportunities in the future. The OECD (2016) pointed out, that “migration puts enormous strains on both host communities and migrants themselves”. The necessity to help young people from migrant backgrounds to become well-integrated into the education system has always been emphasized at Europe. 2018 TALIS survey data show that only 24,7% of teachers on average from EU countries are prepared to work in multilingual environment. The Eurydice report (2018) reveals that the teachers and special education staff are not trained and supported to deal with migrant parents and children, they lack training courses with the experiential practices, teaching and learning tools, innovative and modern methodologies.