The aim of this volume is to bring together experiences from four European countries, Germany, Italy, Spain and Sweden, on how they have organised the reception of newly-arrived children in their schools, which challenges they face, what are the opportunities, where the support comes from and it has failed to emerge.
The four contributions also illuminate the role of education unions. Given their size and power, what do they do? Can they do more to promote equal education for newly-arrived children? To advise on the needs for professional development and support for teachers? What can researchers recommend to policy makers and stakeholders in their respective countries? What can be transferred - and under what circumstances - to other countries?