Inclusive education in schools with high numbers of students with migration backgrounds: perspectives of teachers, school administrators, and parents of native students

Temur M., Kaya A., EROL M.

SN Social Sciences, cilt.6, sa.8, 2026 (Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 6 Sayı: 8
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1007/s43545-026-01625-z
  • Dergi Adı: SN Social Sciences
  • Derginin Tarandığı İndeksler: Scopus
  • Anahtar Kelimeler: Inclusive education, Multicultural education, Primary school, Refugee education
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

The present study explores how high concentrations of students with migration backgrounds shape inclusive education environments from the perspectives of native students’ parents, teachers, and school administrators. The study utilized phenomenology as a qualitative research design, selecting participants through criterion sampling, a purposive sampling method. Ten teachers, ten parents, and eight school administrators who met the study criteria participated. Data were collected through semi-structured interviews and analyzed using content analysis. The study identified four main themes: Education Environment, Students with Migration Background, Native Students, and Parents. The findings highlight the academic, social, cultural, and psychological issues encountered in inclusive education, indicating that these challenges significantly impact not only students with migration backgrounds but also native students, and stem largely from systemic and structural shortcomings rather than from the students themselves. The rapid increase in the number of students with migration backgrounds, without a corresponding expansion of institutional capacity and support mechanisms, has resulted in multifaceted difficulties within the education system, adversely affecting the educational experiences of both teachers and students. Therefore, policies, teacher support, and social participation should be approached from a holistic perspective to enhance the quality of inclusive education.