Promoting Diversity and Inclusion in European Schools PDF

This document is published by the European Education and Culture Executive Agency (EACEA, Unit A6 – Platforms, Studies and Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2023. Promoting diversity and inclusion in schools in Europe. Eurydice report. Luxembourg: P...

This document is published by the European Education and Culture Executive Agency (EACEA, Unit A6 – Platforms, Studies and Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2023. Promoting diversity and inclusion in schools in Europe. Eurydice report. Luxembourg: Publications Office of the European Union. European Education and Culture Executive Agency Unit A6 – Platforms, Studies and Analysis Avenue du Bourget 1 (J-70 – Unit A6) B-1049 Brussels E-mail: [email protected] Website: http://eurydice.eacea.ec.europa.eu Text completed in September 2023. Luxembourg: Publications Office of the European Union, 2023 © European Education and Culture Executive Agency, 2023 The reuse policy of European Commission documents is implemented by Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0). This means that reuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union, permission may need to be sought directly from the respective rightholders. Cover: © paul - stock.adobe.com Print PDF ISBN 978-92-9488-473-2 ISBN 978-92-9488-474-9 doi:10.2797/846989 doi:10.2797/443509 EC-09-23-157-EN-C EC-09-23-157-EN-N Promoting diversity and inclusion in schools in Europe Eurydice Report Foreword As European citizens, we all share common fundamental values that lie at the core of our everyday lives. Inclusion is one of them. The exposure to diverse perspectives and experiences cultivates cultural intelligence and empathy. A shared understanding that all are deserving, that no one should be left behind, regardless of their backgrounds, origins, beliefs or walks of life. And inclusion must start, without any doubt, in school. To create all-encompassing educational environments, schools need to mainstream diversity and inclusion through teaching content, methods and in everyday school life. This also requires attention to individual talents, challenges and needs. Pupils should always feel supported and enabled to reach their full potential. Addressing biases and promoting inclusion from an early age can help to prevent bullying, violence and other discriminatory practices. The European Commission has launched several initiatives to promote inclusive education environments that embrace diversity and help students feel valued, respected, and included. The importance of inclusion, diversity and well-being in one’s learning environment is one of the main pillars of the European Education Area, which the Commission presented in 2020. Ensuring better educational outcomes for all learners, by lifting the performance in basic skills and reducing early leaving from education and training is the aim of the Council recommendation on pathways to school success, adopted in 2022. And in 2023, the European Commission created an expert group to enhance supportive learning environments for vulnerable learners and for promoting well-being and mental health at school. This Eurydice report provides an overview of the initiatives taken in European education systems in this respect. It investigates what national education authorities across the EU do to address discrimination and to promote diversity and inclusion in schools. It also contains many examples of recent policy initiatives that will hopefully inspire new impulses to make our societies and our education systems more inclusive. I am confident that by working together we can realise our shared vision of establishing unity in diversity in our schools and our societies. Margaritis Schinas Vice-President for Promoting our European Way of Life Contents Foreword 3 Codes and abbreviations 8 Main findings 9 Overall findings 9 Findings by chapter 10 Introduction 15 EU policy context 15 Content of the report 17 Data sources and methodology 18 Chapter 1: Diversity and inclusion in the context of school education 19 1.1. Gaps between groups of students 19 1.2. Discrimination and disadvantage 19 1.3. Intersectionality 20 1.4. Moving forward 21 Chapter 2: Monitoring discrimination and diversity in schools 22 2.1. Top-level bodies monitoring cases of discrimination in schools 22 2.2. Grounds of discrimination in schools 24 2.3. Collection of disaggregated student data 25 2.4. Cooperation with equality bodies and other independent organisations 26 2.5. Summary 31 Chapter 3: Top-level legislation, strategies and action plans promoting diversity and inclusion in schools 32 3.1. Broader strategic policy frameworks promoting diversity and inclusion 33 3.2. Targeted strategic policy frameworks promoting diversity and inclusion 36 3.3. Summary 40 Chapter 4: Promoting access to and participation in schools 41 4.1. Easing access to mainstream education for students with special educational needs or disabilities 42 4.2. Improving physical accessibility and infrastructure 44 4.3. Providing financial support for school-related costs 45 4.4. Providing social assistance and support 47 4.5. Offering blended learning opportunities 48 4.6. Addressing school admission and removing administrative barriers 48 4.7. Promoting cooperation with parents and families 50 4.8. Summary 51 Chapter 5: Strengthening diversity and inclusion in school curricula and assessments 52 5.1. Promoting diversity and inclusion through curricula 52 5.2. Adapting student assessments to learners’ needs 61 5.3. Summary 65 6 Table of figures Chapter 6: Promoting targeted learning and social-emotional support 66 6.1. Identifying students’ learning and social-emotional support needs 66 6.2. Providing targeted learning and social-emotional support 69 6.3. Summary 74 Chapter 7: Teaching staff and teacher training to promote diversity and inclusion 75 7.1. Diversity of teaching staff 75 7.2. Teacher education and training on diversity and inclusion 77 7.3. Educational support staff in schools 82 7.4. Summary 85 References 86 Glossary 88 Annex 93 Acknowledgements 105 Table of figures Chapter 2: Monitoring discrimination and diversity in schools 22 Figure 2.1: Top-level bodies monitoring cases of discrimination in school education, 2022/2023 22 Figure 2.2: Main grounds on which discrimination cases in schools are based, 2022/2023 24 Figure 2.3: Data on individual student characteristics accessible to top-level education authorities, 2022/2023 25 Figure 2.4: Main fields of cooperation between top-level education authorities and equality bodies, 2022/2023 27 Figure 2.5: Main fields of cooperation between top-level education authorities and other organisations active in the area of diversity and inclusion in schools, 2022/2023 29 Chapter 3: Top-level legislation, strategies and action plans promoting diversity and inclusion in schools 32 Figure 3.1: Main aims of top-level legislation, strategies and action plans promoting diversity and inclusion in schools, 2022/2023 32 Chapter 4: Promoting access to and participation in schools 41 Figure 4.1: Targeted top-level policies and measures promoting learners’ school access and participation, 2022/2023 41  Promoting diversity and inclusion in schools in Europe 7 Chapter 5: Strengthening diversity and inclusion in school curricula and assessments 52 Figure 5.1: School curriculum revisions, since 2018, reinforcing diversity and inclusion, 2022/2023 53 Figure 5.2: School curriculum areas addressing diversity and inclusion, 2022/2023 55 Figure 5.3: Student groups targeted in school curricula addressing diversity and inclusion, 2022/2023 57 Figure 5.4: Topics related to diversity and inclusion in school curricula, 2022/2023 59 Figure 5.5: Top-level policies and measures on assessment adaptations to respond to learners’ needs, 2022/2023 62 Chapter 6: Promoting targeted learning and social-emotional support 66 Figure 6.1: Top-level policies and measures on identifying students’ learning- and social-emotional support needs, 2022/2023 66 Figure 6.2: Top-level policies and measures on universal and targeted learning and social-emotional support, 2022/2023 70 Figure 6.3: Student groups addressed by targeted top-level policies and measures on learning and social-emotional support, 2022/2023 71 Chapter 7: Teaching staff and teacher training to promote diversity and inclusion 75 Figure 7.1: Top-level policies and measures promoting the recruitment of teachers from diverse backgrounds in schools, 2022/2023 76 Figure 7.2: Teacher competences related to diversity and inclusion promoted through top-level competence frameworks for ITE and/or top-level CPD programmes, 2022/2023 77 Figure 7.3: Main tasks of educational support staff working in schools, 2022/2023 83 Annex 93 Table 2.2A: Main grounds on which discrimination cases in schools are based, 2022/2023 – data by country 93 Table 2.3A: Data on individual student characteristics accessible to top-level education authorities, 2022/2023 – data by country 94 Table 2.4A: Main fields of cooperation between top-level education authorities and equality bodies, 2022/2023 – data by country 95 Table 2.5A: Main fields of cooperation between top-level education authorities and other organisations active in the area of diversity and inclusion in schools, 2022/2023 – data by country 96 Table 3.1A: Main aims of top-level legislation, strategies and action plans promoting diversity and inclusion in schools, 2022/2023 – data by country 97 Table 4.1A: Targeted top-level policies and measures promoting learners’ school access and participation, 2022/2023 – data by country 98 Table 5.2A: School curriculum areas addressing diversity and inclusion, 2022/2023 – data by country 99 Table 5.3A: Student groups targeted in school curricula addressing diversity and inclusion, 2022/2023 – data by country 100 Table 5.4A: Topics related to diversity and inclusion in school curricula, 2022/2023 – data by country 101 Table 6.1A: Top-level policies and measures on identifying students’ learning and social-emotional support needs, 2022/2023 – data by country 102 Table 6.3A: Student groups addressed by targeted top-level policies and measures on learning and social-emotional support, 2022/2023 – data by country 103 Table 7.2A: Teacher competences related to diversity and inclusion promoted through top-level competence frameworks for ITE and/or top-level CPD programmes, 2022/2023 – data by country 104 8 Codes and abbreviations Codes and abbreviations Country codes EU European Union HR Croatia European Free Trade IT Italy Association and Member States candidate countries CY Cyprus BE Belgium AL Albania LV Latvia BE fr Belgium – BA Bosnia and French Community LT Lithuania Herzegovina BE de Belgium – LU Luxembourg CH Switzerland German-speaking HU Hungary IS Iceland Community MT Malta LI Liechtenstein BE nl Belgium – NL Netherlands Flemish Community ME Montenegro AT Austria BG Bulgaria MK North Macedonia PL Poland CZ Czechia NO Norway PT Portugal DK Denmark RS Serbia RO Romania DE Germany TR Türkiye SI Slovenia EE Estonia SK Slovakia IE Ireland FI Finland EL Greece SE Sweden ES Spain FR France Abbreviations and acronyms CPD continuing professional development EASNIE European Agency for Special Needs and Inclusive Education EEA European Education Area ELET early leaving from education and training ESF European Social Fund ISCED International Standard Classification of Education ITE initial teacher education LGBTIQ+ lesbian, gay, bisexual, transgender, intersex, queer and other sexual identities NGO non-governmental organisation PISA programme for international student assessment SEN special educational needs TALIS Teaching and Learning International Survey  Promoting diversity and inclusion in schools in Europe 9 Main findings Overall findings All learners need to be considered in policies aiming to promote diversity and inclusion in schools in order to ensure that no one is left behind and that all are supported in their learning and development to achieve their full potential. This report investigates what national/top-level education authorities across Europe do to address discrimination and to promote diversity and inclusion in schools, with a special focus on targeted initiatives to support those learners who are most likely to experience disadvantage and/or discrimination. It shows that students with special educational needs or disabilities are a main target group in all analysed areas – data monitoring, strategic policy frameworks, policies and measures to promote access and participation, national curricula, learning and social-emotional support initiatives, and teacher education and training. Another very frequently targeted student group across most of the thematic areas is migrant and refugee students, followed by ethnic minority students, in particular Roma students. This corresponds to the two most often reported grounds of discrimination in school education, that is, special educational needs/disability and ethnic background. Gender equality is also relatively frequently promoted, for example through top-level bodies monitoring cases of discrimination in schools, through cooperation initiatives between education authorities and independent organisations active in the field of diversity and inclusion, or through national curricula. Learners from disadvantaged socioeconomic backgrounds, although not explicitly defined as a target group in this report, are also relatively frequently targeted, especially by policies and measures promoting access to and participation in schools and those fostering learning and social-emotional support. LGBTIQ+ (lesbian, gay, bisexual, transgender, intersex, queer and other sexual identities) and religious minority students, on the other hand, are much less frequently targeted by policies and measures aiming to promote diversity and inclusion in schools. Even though the different groups of learners analysed in this report face different and varying degrees of challenges and have different needs, it is important that they are all considered in policies aiming to promote diversity and inclusion in order to ensure that no student is left behind and that all are supported in their learning and development to achieve their full potential. Throughout the report, many examples of recent policy initiatives are presented, which can inspire national efforts aiming to enhance diversity and inclusion in education. However, the report does not cover the practices implemented in schools. Analysis of the policies’ effectiveness or outcomes also falls outside the scope of this report. Therefore, these elements need to be investigated and considered to draw comprehensive conclusions on how to ensure access to quality, inclusive, mainstream education for all learners. Below some of the main findings from each chapter of the report are highlighted. 10 Main findings Findings by chapter Chapter 1: Diversity and inclusion in the context of school education Addressing discrimination and disadvantage in schools requires a focus on more equitable and inclusive education that considers the specific, multifaceted needs of each learner. The importance of valuing diversity and the inclusion of all learners in education and training is widely recognised in key EU policy documents, including the EU equality strategies linked to the grounds of discrimination listed in the Treaty on the Functioning of the European Union. However, much evidence shows that there are persistent differences in equity of educational access, experience and outcomes when looking at students with different personal and social characteristics, related to their sex, gender, ethnicity, migration background, religion, disability, socioeconomic status, sexual orientation, etc. People with certain characteristics may face more barriers to accessing resources, such as quality mainstream education, and they may be discriminated against. Discrimination can be structural (e.g. segregation policies or a lack of resources to meet specific needs); it can be compounded by prejudice (both intentional and unintentional), and it can be multifaceted (e.g. bullying of LGBTIQ+ students in schools, which might be compounded if teachers are not adequately trained on how to react). It is important to take a holistic intersectional approach when addressing inequity and discrimination. For example, a refugee student may be seen only through that lens, and in school be offered additional support only in learning the language of schooling, and not in other subjects. Inclusive policies and measures thus need to consider the specific, multifaceted needs of each learner. Chapter 2: Monitoring discrimination and diversity in schools Although most European countries have national bodies for monitoring discrimination and cooperate with different organisations to address it, over half of the education systems report not having access to comprehensive data on the main grounds of discrimination in schools. Data collection and monitoring can be useful mechanisms to draw attention to groups at risk of discrimination and exclusion. Although most European countries report having top-level bodies in charge of monitoring cases of discrimination, including in school education, over half of them indicate not having access to comprehensive data on the main grounds of learners’ discrimination in schools. Where these data exist, special educational needs or disabilities and ethnic background are reported as the most common grounds for discrimination. Most education authorities report having access to disaggregated data on individual student characteristics, especially sex and/or gender, special educational needs or disability, nationality, country of birth and socioeconomic background. However, fewer than half of the education systems report having access to data on students’ refugee/asylum seeker or migration backgrounds and the language spoken at home, and only a minority of them have access to data on learners’ ethnic background and religious affiliations.  Promoting diversity and inclusion in schools in Europe 11 Education systems report using disaggregated data mainly as a tool for policy development and/or evaluation, as such evidenced-based information can help education authorities to understand the impact of a certain measure on a specific group of learners, to provide support to learners or to help schools plan appropriate programmes of intervention, using resources where they are needed the most. All education systems report that they cooperate with independent bodies and/or organisations, including national equality bodies, to address discrimination in school education. Among the most common fields of cooperation are policy development and support for schools to promote diversity and inclusion, to foster education equality and to prevent discrimination. Chapter 3: Top-level legislation, strategies and action plans promoting diversity and inclusion in schools Many targeted strategic policy frameworks promote the inclusion of Roma students, students with special educational needs or disabilities, and migrant and/or refugee students, whereas the promotion of gender equality, combating antisemitism and the discrimination of LGBTIQ+ students are less frequently in focus. National/top-level legislation, strategies and action plans can contribute to removing existing barriers to education and to promoting equality and inclusion in schools on a systemic level. All European education systems report the existence of such overarching policy frameworks. Many of them have been introduced in recent years, and they are sometimes based on related EU policy initiatives (e.g. the EU anti-racism action plan or the EU LGBTIQ equality strategy). Most education systems report existing policy frameworks that have the global aim to improve the education system (through, inter alia, inclusive education, equal access and learner support), and many report policy frameworks with a focus on preventing discrimination and promoting equal opportunities in education, and on improving students’ learning outcomes and/or reducing early leaving from education and training. Among the targeted strategic policy frameworks, those most widely reported aim to promote the participation and inclusion of Roma students, closely followed by policy frameworks promoting the inclusion of, and support to, students with special educational needs or disabilities. Policy frameworks targeting other specific student groups, such as migrant and/or refugee students, are still relatively widespread, but strategies focussed on promoting gender equality or combating antisemitism or the discrimination of LGBTIQ+ students are much less frequently reported. The success of these policy frameworks depends on adequate resource allocation and the monitoring and evaluation of results. Chapter 4: Promoting access to and participation in schools Policies on access and participation focus mainly on inclusive education for students with special educational needs or disabilities, or from a migrant, refugee or ethnic minority background, and on financial support for socioeconomically disadvantaged students. Evidence shows that access to and participation in schools is inequitable for some groups. Across Europe, policies and measures to promote the access 12 Main findings and participation of learners who are more likely to face barriers are widely reported. They mostly target learners with special educational needs or disabilities, learners from disadvantaged socioeconomic backgrounds and migrant, refugee and ethnic minority students. Rates of enrolment in mainstream education of learners with an official decision of special educational needs vary between European countries, and they tend to be low in some cases. Education systems therefore aim to promote the access and participation of students with special educational needs by addressing the way students are assessed and oriented, the schools’ human resources and the adaptation of the physical and learning environments. Many European education systems also approach barriers to access and participation by providing financial support for school-related costs to compensate for socioeconomic disadvantage. However, the challenge with financial interventions is to ensure sustainable comprehensive support structures that last beyond project-based funding measures. More than half of the education systems report policies and measures promoting blended learning approaches, to facilitate the participation of students who are unable to attend school for health reasons, as well as of migrant students and those with learning disabilities. Around half of the education systems also report targeted admission policies giving priority to disadvantaged students and/or removing administrative barriers, such as entrance examinations for newly arrived students. Chapter 5: Strengthening diversity and inclusion in school curricula and assessments All European education systems promote diversity and inclusion through their curricula, and they aim to make assessments more inclusive, mainly by adapting them to the needs of learners with special educational needs or disabilities and/or by accommodating language barriers for non-native speakers. Although most European education systems report that issues related to diversity and inclusion are already considered in their curricula, nearly half of them report recent curriculum revisions aiming to reinforce these dimensions. They are promoted mainly through the general aims of the curriculum, different subjects (e.g. citizenship education, social sciences, ethics) or cross- curricular areas (e.g. intercultural/multicultural education). Fewer education systems report home-language teaching as a means to support the inclusion of students whose mother tongue is different from the language of schooling. Half of the education systems do not specifically target any group of learners when addressing diversity and inclusion in their curricula. Among those that mention specific groups, the groups most commonly referred to are students with special educational needs or disabilities and ethnic minority students, followed by migrant and refugee students, girls/boys, and, to a lesser extent, students from disadvantaged socioeconomic backgrounds and religious minority students. LGBTIQ+ students are the least mentioned target group. In terms of curriculum content, the topic of preventing prejudice and discrimination has been most frequently addressed in recent curriculum revisions; however, addressing human rights, representing diverse identities, combating stereotypes and raising awareness of exclusion, bullying and/or violence have been nearly as frequently considered in recent reforms. Tackling misrepresentation or non-representation of minorities/groups and promoting inclusive language are relatively less frequently reported as topics in existing and recently reformed curricula.  Promoting diversity and inclusion in schools in Europe 13 Promoting diversity and inclusion in school curricula goes hand in hand with adapting assessment systems and practices. The two most common ways in which education authorities try to make assessments more inclusive is by adapting them to the needs of learners with special educational needs or disabilities, mentioned by most education systems, and by accommodating language barriers for non-native speakers, reported by more than half of the education systems. Chapter 6: Promoting targeted learning and social-emotional support Education systems promote many targeted policies and measures to help schools to identify and meet students’ learning and social- emotional needs; at the same time, an intersectional approach is required to address the particular challenges and needs of each learner. Across Europe, the most frequently reported policies and measures aiming to help schools identify students’ learning and social-emotional support needs are the ones ensuring the availability of guidance and/or counselling services for evaluating students’ learning difficulties, and any behavioural, social-emotional or family issues, etc. Many policy initiatives are also related to procedures for determining students’ special educational needs. Less frequently reported are specific guidelines and/or tools for assessing students’ learning and social-emotional needs, diagnostic national tests for assessing learning needs and guidelines or tools for assessing language competences. Ensuring the availability of a variety of support interventions can help address the multifaceted needs of all learners. Most education systems report policies and measures promoting the provision of learning support in schools, and in particular targeted support interventions for specific groups of at-risk students, such as students with special educational needs or disabilities, refugee migrant and ethnic minority students, as well as those from disadvantaged socioeconomic backgrounds. Policies or measures on social-emotional support are also widely reported; however, they tend to be rather universal (i.e. intended for all students) and less targeted to the needs of specific learners. Chapter 7: Teaching staff and teacher training to promote diversity and inclusion Education authorities provide many teacher education and training opportunities on diversity and inclusion, and promote the use of educational support staff; however, a reported lack of teacher preparation to manage inclusive classrooms and inadequate funding to employ support staff are challenges that still persist. Evidence shows a lack of diversity within the teacher workforce; nevertheless, only eight European education systems have top-level policies or measures promoting the recruitment of teachers from diverse backgrounds to schools. Where such measures exist, they encourage mainly the recruitment of teachers with disabilities or those from migrant backgrounds. The most widely promoted teacher competences, through top-level competence frameworks for initial teacher education and/or top-level continuing professional development (CPD) programmes, are related to teaching students with special educational needs, differentiating and individualising teaching and assessment strategies and understanding the principles of inclusion and non-discrimination. Somewhat less frequently reported are education and training programmes promoting the capacity of 14 Main findings teachers to collaborate with other teachers, professionals and families and to teach in multicultural/multilingual settings and increasing teachers’ awareness of bias and stereotypes. The rate of teacher participation in some of the aforementioned training programmes can be low. For example, only 20 % of teachers across Europe have participated in CPD on teaching in multicultural or multilingual settings, and many are concerned about their lack of training and preparation in managing an inclusive classroom, indicating a potential need to investigate barriers to participation, and to ensure that teachers have the required competences to promote diversity and inclusion in schools. Educational support staff can support the work of teachers and help ensure that all learners achieve their full potential. Most European education systems require or recommend that different specialists (e.g. psychologists, speech therapists, special educational needs specialists, social workers) or teaching assistants should be available in schools and/or they provide financial resources that allow schools to employ support staff. Apart from providing general support to all learners who may need it, educational support staff are mainly intended to provide targeted support to students with special educational needs, those who are not yet fully proficient in the language of schooling (including learners from Ukraine) and Roma students. However, evidence shows that inadequate funding means that schools are sometimes unable to employ the required educational support staff.  Promoting diversity and inclusion in schools in Europe 15 Introduction The concepts of equality, equity and inclusion have become key topics of the educational science discourse and a policy priority across Europe. There is an increasing diversity within the school landscape, and evidence shows that learners from disadvantaged backgrounds and those who experience discrimination or unequal treatment disproportionately underachieve in schools (European Commission, 2022b). The notion of diversity relates to differences in people’s characteristics, for example their sex, gender, ethnic background, sexual orientation, language, culture, religion and mental and physical abilities (UNESCO, 2017). In the context of education policy, this concept also relates to acceptance and respect, in the sense of ‘understanding each other and moving beyond the more limited perspective of tolerance’ (European Commission, 2018, p. 14). Equality is a core value of the EU (1). In a legal sense, it assumes that all people should be treated the same, on the basis of equality of opportunity. In a non-legal context, it is often understood as treating people fairly, which may mean providing equitable opportunities and access, and fair outcomes for different people and protecting people from unlawful discrimination (Loke, 2022). In schools, for example, it may imply different support for students with different learning needs, thus promoting equality of outcome (European Commission, 2023). This is akin to the concept of equity, which recognises that individuals have different needs, depending on, for example, socioeconomic or other barriers (European Commission, 2018). Equity in education therefore relates to the extent to which learners can fully enjoy the right to education and training, in terms of opportunities, access, treatment and outcomes (European Commission, 2006). Finally, inclusion is an approach that values diversity and aims to afford equal rights and opportunities to everyone (2). In the area of education, inclusive policies aim to allow all learners to achieve their full potential in mainstream school settings, with special attention and support given to learners at risk of exclusion and underachievement, including through individualised approaches and cooperation with families and local communities (European Commission, 2023). EU policy context At the European level, combating inequalities and discrimination based on ‘sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation’ is enshrined in EU law, in Articles 8 and 10 of the Treaty on the Functioning of the European Union (3). Accordingly, the importance of valuing diversity and the inclusion of all learners in education and training is widely recognised in key (1) See Article 2 of the Treaty on European Union (OJ C 202,7.6.2016, p.17) and the Charter of Fundamental Rights of the European Union (OJ C 326, 26.1.2012, p. 391). (2) See the European Commission against Racism and Intolerance (ECRI) glossary (https://www.coe.int/en/web/european-commission-against-racism-and-intolerance/ecri-glossary). (3) Consolidated versions of the Treaty on European Union and the Treaty on the Functioning of the European Union (OJ C 202, 7.6.2016, p. 53). 16 Introduction EU policy documents (4). Improving quality and equity in education is a strategic priority of the European Education Area (EEA) (5), which helps EU Member States work together to build more resilient and inclusive school systems. The EEA’s strategic framework (6) determines the need to address the diversity of learners and enhance access to quality and inclusive education and training for all, including disadvantaged and vulnerable groups, as one of the strategic priorities. A major initiative under the EEA is the Council recommendation on pathways to school success (7), which aims to ensure better educational outcomes for all learners, regardless of background or situation, by improving performance in basic skills and reducing the rate of early leaving from education and training (ELET). Following the EEA’s pathways to school success initiative, in 2023 the European Commission created an expert group focused on developing evidence- based policies to support learning environments and well-being in schools and build positive learning environments for all learners. The need to promote inclusive, equitable, quality education and lifelong learning opportunities for everyone, including learners with difficulties in accessing education and those who require targeted support, has also been established by the Council recommendation of 22 May 2018 on promoting common values, inclusive education and the European dimension of teaching (8) and by the Council recommendation of 29 November 2021 on blended learning approaches (9). The latter invites EU Member States to support the inclusion of all learners in quality education and training by adapting school education systems to be more flexible and by considering a broad range of pedagogical methods, technological tools, learner needs and changing circumstances. In 2020–2021, the European Commission also adopted a number of EU equality strategies linked to the grounds of discrimination listed in Articles 8 and 10 of the Treaty on the Functioning of the European Union. The strategies highlight a series of key actions aimed at challenging structural discrimination and stereotypes, and promoting diversity, equity and inclusion. The equality strategies and inclusion policy frameworks include the 2020–2025 EU gender equality strategy (10), the 2020–2025 EU anti-racism action plan (11) and the 2021–2027 action plan on integration and inclusion (12), and also include those focusing on groups at risk of discrimination, such as Roma people (13), LGBTIQ+ (lesbian, gay, bisexual, transgender, intersex, queer and other sexual identities) people (14), (4) For example, the European Pillar of Social Rights, principle 1: everyone has the right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market (https://ec.europa.eu/info/strategy/priorities-2019-2024/economy-works-people/jobs-growth-and- investment/european-pillar-social-rights/european-pillar-social-rights-20-principles_en). (5) See the latest EEA progress report (European Commission and Directorate-General for Education, Youth, Sport and Culture, 2022b), and communication from the Commission (European Commission and Directorate-General for Education, Youth, Sport and Culture, 2022c). (6) Council resolution on a strategic framework for European cooperation in education and training towards the European education area and beyond (2021–2030) (2021/C 66/01). (7) Council recommendation of 28 November 2022 on pathways to school success and replacing the Council recommendation of 28 June 2011 on policies to reduce early school leaving (text with EEA relevance) (2022/C 469/01). See also the Commission staff working document accompanying the document proposal for a Council recommendation on pathways to school success (European Commission and Directorate-General for Education, Youth, Sport and Culture, 2022a). (8) Council recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01). (9) Council recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education (2021/C 504/03). (10) See https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52020DC0152. (11) See https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2020%3A0565%3AFIN. (12) See https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020DC0758&from=EN. (13) See the EU Roma strategic framework for equality, inclusion and participation (https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52020DC0620). (14) See the 2020–2025 LGBTIQ equality strategy (https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52020DC0698).  Promoting diversity and inclusion in schools in Europe 17 persons with disabilities (15) and Jewish people (16). Strengthening inclusive education is highlighted as a priority dimension in these strategic documents, as ‘education and training is the foundation for successful participation in society and one of the most powerful tools for building more inclusive societies’ (17). Content of the report Against this conceptual and policy background, this report investigates existing national/top-level (18) policies and measures that promote diversity and inclusion in school education. It focuses especially on learners who are most likely to experience disadvantage and/or discrimination in schools, including girls/boys, students from different migrant, ethnic and religious backgrounds, LGBTIQ+ students and students with special educational needs or disabilities. Rather than focusing on universal policies and measures that support all students in schools, which exist in many education systems, the report highlights in particular existing targeted policy initiatives promoting the aforementioned learners’ access to quality, inclusive, mainstream education. The report provides a comparative overview of policies and measures across 39 European education systems. It presents many country examples, which showcase some of the most recent policy developments and provide an overview of current initiatives taken across Europe. However, the report neither discusses the implementation of these policies, nor analyses their effectiveness or outcomes. A presentation of practices at the school level also falls outside the scope of this report. The report has seven chapters. Chapter 1 provides a theoretical and evidence-based outline of some of the main challenges related to diversity and inclusion in schools. Chapter 2 presents some mechanisms that allow top-level education authorities to monitor, prevent and address discrimination in school education. Chapter 3 outlines the main top-level legislation, strategies or action plans that are currently in place that aim to promote diversity and inclusion in schools. Chapter 4 looks at targeted policies and measures to facilitate access to school and participation of learners who are facing barriers. Chapter 5 investigates whether and how diversity and inclusion are considered in school curricula and how assessment methods are adapted to the needs of learners. Chapter 6 examines top-level guidelines, policies and measures that help schools to provide learners with targeted learning and social-emotional support. Chapter 7 explores some of the top-level policies and measures relating to teaching staff and teacher education and training to foster diversity and inclusion in schools. The annex includes country-specific presentations of the data covered in the report. (15) See the 2021–2030 strategy for the rights of persons with disabilities (https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2021%3A101%3AFIN). (16) See the 2021–2030 EU strategy on combating antisemitism and fostering Jewish life (https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0615&from=EN). (17) See the 2021–2027 action plan on integration and inclusion (https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52020DC0758&from=EN), p. 8. (18) The terms ‘national’ and ‘top level’ refer to the highest level of authority in a given country, usually at the national (state) level (see the glossary for a full definition). Throughout the report, the term ‘top level’ is mainly used, to facilitate reading. 18 Introduction Data sources and methodology The main source of information is the Eurydice Network data collection on top-level education policies and measures. In some cases, relevant initiatives from other policy areas are also presented. The report covers all 39 education systems that are part of the Eurydice Network (EU-27 Member States, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye) (19). Data are collected using a dedicated survey. The Eurydice indicators provide information derived primarily from top-level regulations, recommendations or other official education documents such as curricula and similar steering documents and guidelines. In some cases, decentralised systems, whereby responsibility for education lies at the regional or local level, present regional regulations or examples of local approaches. The data focus on primary and general secondary education (International Standard Classification of Education (ISCED) 1, 24 and 34) in public schools (except for Belgium, Ireland and the Netherlands, where government-dependent private schools are taken into account). As the differences in policies between education levels are minimal, most figures in the report do not make a distinction, but rather show the general situation across the whole span of school education. The reference year for all the data in the report is the school year 2022/2023. (19) The data related to the Flemish Community of Belgium has not been validated by the Eurydice National Unit.  Promoting diversity and inclusion in schools in Europe 19 Chapter 1: Diversity and inclusion in the context of school education Education is the cornerstone of good life chances, and 7.1 percentage points less likely to obtain a especially in a world moving from the fourth to the tertiary education qualification (European Commission, fifth industrial revolution (20). This has become even 2022b). There are also persistent and significant more apparent since the COVID-19 pandemic, as gaps between migrant students (both first and more complex digital and technological skills were, second generation) and their native peers (Volante and remain, in demand, and new capabilities continue et al., 2019) in the results of the programme for to develop. Yet access to good education and skills international student assessment (PISA). This can development is divergent and inequitable across be due to language, lower teacher expectation or Europe. There are differences in equity of educational segregation (in both schools and wider society), but access, experience and outcomes when looking at perhaps also a wider link between migration status different social categories (e.g. related to sex/gender, and socioeconomic status. This affects students from ethnicity, migration background, religion, disability, migrant backgrounds throughout their lives, resulting in socioeconomic status, sexual orientation) and factors poorer education outcomes, fewer work opportunities such as urban/rural divides and access to digital and a continued cycle of socioeconomic disadvantage infrastructure. (Volante et al., 2019). A focus on more equitable and inclusive education 1.1. Gaps between groups is therefore required if Europe is to achieve the first principle of the European Pillar of Social Rights: of students ‘everyone has the right to quality and inclusive The EU’s 2022 Education and training monitor education’ (22). highlights some of the stark gaps between groups of students. For example, those from disadvantaged socioeconomic backgrounds are much more likely 1.2. Discrimination and disadvantage than those from more advantaged socioeconomic Inequity is the result of disadvantage and/or backgrounds to experience severe educational discrimination due to any number of personal and underperformance (21). The average gap is social characteristics, such as sex, gender, ethnicity, 19.3 percentage points across the EU, ‘with students migration background, religion, disability status, of low socioeconomic status 5.6 times more likely to socioeconomic status and sexual orientation. People underachieve in school education than students of in these social categories are disadvantaged not per high socioeconomic status’ (European Commission, se, but because structures are in place that often 2022b, p. 9). deny access to resources (such as quality mainstream Girls are less likely to underachieve than boys education or appropriate services) or create barriers (the proportion who do is about 3 percentage to accessing such resources. Structures are the ways points lower) and also less likely to leave education in which societies are organised, and these give rise and training early (3.5 percentage points lower) to relative advantage or disadvantage due to the (European Commission, 2022b). However, the same complex interconnectedness of social categories and report notes that education and training systems power. Education inequity can therefore manifest itself tend to continue to engrain outdated gender in unequal distribution of resources such as funding, stereotypes and that gender gaps in subject choice qualified teachers, technology and learning material, persist and can be significant. which is often linked to the fact that disadvantaged groups are disproportionately located in settings with The migration background of young people also limited resources, for example in rural areas or in affects their educational journeys, and migrant communities segregated by ethnicity, socioeconomic young people are 12.9 percentage points more status or religion (Nurse and Melhuish, 2021). likely than the EU average to leave school early, (20) See https://research-and-innovation.ec.europa.eu/research-area/ (22) See https://commission.europa.eu/strategy-and-policy/ industrial-research-and-innovation/industry-50_en. priorities-2019-2024/economy-works-people/jobs-growth-and- (21) Defined as low scores on all three PISA scales simultaneously investment/european-pillar-social-rights/european-pillar-social- (reading, maths and science), by socioeconomic status. rights-20-principles_en. 20 Chapter 1 | Diversity and inclusion in the context of school education Evidence from the Council of Europe’s Commissioner In relation to LGBTIQ+ students, data from a 2021 for Human Rights shows that access to and survey show that, in Europe, 54 % of lesbian, gay, participation in schools is inequitable for some bisexual, transgender and intersex young people groups, such as refugee and migrant children and surveyed had experienced bullying in school and young people, who are more likely to be segregated 83 % had witnessed some type of negative remarks in schools with fewer resources, and, in some cases, addressed to someone else based on their sexual over-represented in special education (Council of orientation, gender identity, gender expression or Europe Commissioner for Human Rights, 2017). variations of sex characteristics (IGLYO, 2021). The The same report found that Roma children and some same report also highlights that teachers in Europe migrant and refugee children can be affected by are not adequately trained in how to deal with violence enrolment denials or repeated housing evictions, which against LGBTIQ+ students and tend not to mediate complicates access to and participation in mainstream even if they witness an incident. Overall, only one in education. Similarly, children and young people with three LGBTIQ+ young people consider that they have disabilities, especially those with severe disabilities, are received systemic support or protection during their often denied access to education (Council of Europe school time over the previous decade (IGLYO, 2021). Commissioner for Human Rights, 2017). If curricula are based on a state religion and do not allow for discussion of individual rights and diversity of Disadvantaged groups of people are also often lifestyles, this can exacerbate tension and treatment of discriminated against. The concept of discrimination LGBTIQ+ students (Gorard, 2020). in education is, in other words, treating students from certain groups less favourably than students not from those groups. Discrimination is one of the potential 1.3. Intersectionality causes of inequity, and it can take many different forms in schools: it can be structural, such as policies It is important not to take a reductionist approach or practices that segregate Roma children and young when addressing inequity and discrimination in people into special schools and classes (23); segregation education, and instead take a holistic intersectional of students with disabilities or a lack of resources to approach, where possible. Intersectionality as meet specific needs; or the lack of connectivity and a concept is widely considered to have been equipment in rural areas (Rundel and Salemink, 2021), developed by Kimberlé Crenshaw (1989) to explore leading to an inequitable urban-rural educational divide. the oppression faced by African American women. Intersectionality is present when two or more grounds Discrimination can, moreover, be compounded by operate simultaneously and interact in an inseparable prejudice (whether intentional or unintentional), such manner, producing distinct and specific forms of as occurs, for example, when teachers with biases discrimination (27). treat students of certain ethnicities or religions unfairly. And it can be multifaceted, for example the bullying of Intersectionality may manifest itself in different ways LGBTIQ+ students in schools by other students, which in education. For example, Roma people are often cited might be compounded if teachers are reluctant, or feel as the most disadvantaged and discriminated-against unable, to intervene (Gasinska, 2015). group across Europe. Roma people are, however, not homogeneous. Comparing the situation of Roma men Multifaceted discrimination is also highly evident in with that of Roma women across EU Member States, the treatment of persons with disabilities: teachers the situation of Roma women is worse in key areas may lack the knowledge and skills to support these of life such as education, employment and health. In students (24), or schools may not have enough educational attainment, Roma women are less likely resources to meet specific needs. At the EU level, than Roma men to have attended school, or to stay the proportion of students leaving school early in school after age 16; they are also less likely to be is 9.5 percentage points higher for students with able to read and write (FRA, 2014). This could be partly disabilities than for those without a disability (25). explained by the culturally ascribed role of Roma It should also be noted that academic performance women (Forray and Óhidy, 2019), but is reinforced by as measured by PISA scores can be considered prejudice, stereotypes and, sometimes, segregated exclusionary for persons with disabilities because education, especially in rural areas (Musilová, 2021). the sampling of students to sit the PISA test allows the exclusion of special schools or students with Viewing people through a single lens has important disabilities within schools (26). practical implications. For example, a refugee student may be seen only through that lens, and in school (23) Council recommendation of 12 March 2021 on Roma equality, be offered additional support only in learning the inclusion and participation (OJ C 93, 19.3.2021, p. 1). language of schooling. If native-born peers but not (24) See, for example, https://www.hrw.org/report/2018/12/04/sink-or- swim/barriers-children-disabilities-european-school-system. (25) See https://www.edf-feph.org/education-policy. (27) See https://www.coe.int/en/web/gender-matters/intersectionality-and- (26) See https://enil.eu/how-inclusive-is-pisa. multiple-discrimination.  Promoting diversity and inclusion in schools in Europe 21 refugee students are given support in other subjects, At the level of schools, a key starting point for this may be because an intersectional lens has not promoting principles of inclusion and equity is been applied (Bešić et al., 2020). Support systems addressing the curriculum. This includes what is in schools are often structured separately, pushing taught and learnt, together with their coherence certain needs aside (Waitoller and Kozleski, 2013), with pedagogical methods and materials to support and thus can be one-dimensional. Therefore, what is learning (OECD, 2023). Inclusive curricula also require required for truly inclusive education is to consider the coherence between national-level curricula documents specific, multifaceted needs of each learner. and pedagogical approaches and assessment methods (addressed in Chapter 5 of this report). This goes beyond ‘what’ is being taught to ‘how’ it is 1.4. Moving forward being taught and ‘how’ learning is assessed. The way classrooms are managed, and whether some students As a starting point to understanding individual needs, are given more airtime when speaking or encouraged at a macro level, data collection and monitoring to participate more, whether discriminatory views are (addressed in Chapter 2 of this report) are required in challenged or whether there are different assessment order to evaluate what resources might be needed in methods to demonstrate learning, affects educational different regions/schools, the challenges that students outcomes. Providing targeted learning support for from different backgrounds might face and the types different groups and social-emotional support may of support they may need. This can allow for focused also help to build a stronger sense of belonging and resource allocation and policy development; it can also inclusion in education and in wider society (addressed allow national authorities to broadly understand the in Chapter 6 of this report). diversity of students in their education systems, and if there are inequitable experiences and outcomes. The delivery of inclusive curricula is, last but not least, dependent on having diverse educators and At the EU level, there are a range of strategic school staff, who require the necessary training and frameworks to address discrimination and inequity development. This is also true in terms of creating a related to gender, disability, ethnicity, sexual school environment that is inclusive and challenges orientation, religious background, etc. (see the inequity. Initial teacher education (ITE) and CPD on EU policy context presented in the Introduction). understanding the changing nature of diversity, on how These, together with international treaties such as to address issues of discrimination and disadvantage the UN Convention on the Rights of Persons with and on challenging the assumptions and attitudes Disabilities (28), the UN Convention on the Rights of staff (addressed in Chapter 7 of this report) are of the Child (29) and the UN Convention on the important factors in creating educational environments Elimination of All Forms of Discrimination Against that promote a stronger sense of belonging and Women (30), have been ratified by EU Member States inclusion among students. and associated states and provide a strategic basis for national education frameworks to address inclusion Schooling in times of the COVID-19 pandemic has and discrimination (addressed in Chapter 3 of this shown us that education can be delivered in different report). The success of these frameworks, however, ways and that pedagogical approaches and methods is contingent on adequate and appropriate resource could pivot quickly to meet new challenges. This allocation, which also requires monitoring and reminds us that we can evolve and adapt quickly. evaluation mechanisms, as noted above. However, another impact of the pandemic has been an increase in learning inequalities in Europe, with To move towards inclusive education policy and some groups less able than others to access digital practice requires further structural changes. It may learning and resources (European Commission et al., require a reassessment, for example, of segregated 2022; European Commission/EACEA/Eurydice, 2022b) schooling or of policies around school choices and and, overall, a generation of students who have selective schools (European Commission/EACEA/ experienced learning loss (Blaskó et al., 2022). It is Eurydice, 2020), and addressing differential school therefore ever more important that there is a strong resources and financial and other forms of assistance focus on addressing equity and promoting diversity to promote access and participation of disadvantaged and inclusion in education in order to better the life student groups to quality mainstream education chances of young people today. Of course, what works (addressed in Chapter 4 of this report). in one country may not work in another, but we can continue to learn from each other’s experiences across Europe and develop inclusive education in our different (28) See https://social.desa.un.org/issues/disability/crpd/convention-on-the- rights-of-persons-with-disabilities-crpd. contexts. (29) See https://www.ohchr.org/en/instruments-mechanisms/instruments/ convention-rights-child. (30) See https://www.ohchr.org/en/instruments-mechanisms/instruments/ convention-elimination-all-forms-discrimination-against-women. 22 Chapter 2 | Monitoring discrimination and diversity in schools Chapter 2: Monitoring discrimination and diversity in schools Monitoring systems, such as dedicated bodies and context of addressing discrimination in schools. Finally, data collections, can be useful mechanisms to draw the chapter provides information on the cooperation attention to groups at risk of discrimination and between education authorities and different exclusion. In the context of education, effective national bodies and organisations aiming to prevent monitoring can provide a picture of the discrimination discrimination and to promote diversity and inclusion in experienced by students in schools and help to identify schools. measures that countries may adopt to address it. Indeed, effective monitoring can contribute to establishing priorities for policy development and 2.1. Top-level bodies monitoring implementation. cases of discrimination This chapter analyses some of the mechanisms that in schools are in place across European education systems to monitor and tackle discrimination in school education. Across Europe, most of the education systems report It provides an overview of the bodies or institutions having top-level bodies in charge of monitoring in charge of monitoring cases of discrimination in discrimination in school education (Figure 2.1). These schools, the most frequently reported grounds of bodies either focus on discrimination in society at discrimination and the availability of data on individual large, including in schools, or focus specifically on student characteristics and how they are used in the discrimination in school education. Figure 2.1: Top-level bodies monitoring cases of discrimination in school education, 2022/2023 In general, the role of the top-level bodies that National Office against Racial Discrimination (31) focus on society at large is to monitor cases of in Italy and the Commission for Protection against discrimination, to identify possible ways to prevent Discrimination (32) in Bulgaria). In Finland, the it, to promote equal opportunities for everyone and to provide concrete assistance to victims (e.g. the (31) See https://unar.it/portale. (32) See https://www.kzd-nondiscrimination.com/layout.  Promoting diversity and inclusion in schools in Europe 23 Non-Discrimination Ombudsman (33) and the In Spain there are several top-level bodies Ombudsman for Equality (34) focus on both preventing tackling cases of discrimination in education. discrimination and promoting equity in all sectors of For example, the State Observatory for School society, including education and schools. In Croatia, Coexistence (44), a collegiate body of the General the Ombudswoman of the Republic of Croatia (35) State Administration, is responsible for collecting works for the promotion and protection of human information to improve the school climate, rights and freedom, while the Gender Equality analysing the situations and proposing measures Ombudsperson (36) and the Ombudswoman for to improve coexistence in schools. Persons with Disabilities (37) monitor and promote, The Forum for the Educational Inclusion of gender equality and the rights and interests of persons Students with Disabilities (45) is a space for with disabilities, respectively. meeting, debate, proposal, promotion and monitoring of policies for the inclusion of students In Spain, there are several national bodies focusing with disabilities within the whole Spanish on cases of discrimination in society; for example, educational system. The forum issues reports, the Spanish Observatory on Racism and Xenophobia proposals and recommendations on the work (OBERAXE) is a platform offering information and carried out and on the situation of students with analysis to combat racism, racial discrimination, disabilities in Spain. xenophobia and other forms of intolerance, and The violence prevention and promotion plan of hate incidents and crimes (38), while the Pluralism coexistence (46) of the autonomous community of and Coexistence Foundation (39) and the Women’s Valencia is an instrument to analyse and evaluate Institute (40) monitor issues related to religious coexistence problems in Valencian schools, freedom and the situation of women in the country, through which it is possible to plan and coordinate respectively. interventions to prevent and solve possible conflicts. The top-level monitoring body focusing specifically on discrimination cases in schools is usually the ministry of education (e.g. in Estonia, Romania, Slovakia, Bosnia and Herzegovina and Some of the education systems without top- Serbia) and its departments, for example the level monitoring bodies report that monitoring Education Inspectorate in Slovenia (41). In Czechia, the of discrimination cases is carried out at other Czech School Inspectorate (42) is the body in charge administration levels. In Poland, for example, the of systematically evaluating and monitoring the investigation of complaints about the activities of conditions, processes and outcomes of education and educational institutions is the responsibility of the educational services, including issues related to equity, school inspectors, who act on behalf of the Regional discrimination and disadvantage. Educational Authority, as part of their pedagogical supervision. Complaints about the activities of an The bodies charged with monitoring discrimination educational institution related to the lack of respect in the school environment mostly conduct internal for human or civil rights can also be reported to the surveys to get an overview of discrimination incidents Polish Commissioner for Human Rights (47). In the experienced by different groups of learners, gather French Community of Belgium, cases of discrimination information in order to improve the school climate are monitored at the local level and reported to the and propose measures that favour school coexistence education administration of the French Community (e.g. the State Observatory for School Coexistence in or to the responsible federal body (48). Finally, Spain; see the country example below), or they collect in Germany, although there is no top-level body statistical data on behavioural problems including monitoring discrimination in schools, the Federal discrimination cases (e.g. the Division for School Social Anti-Discrimination Agency (49) provides guidance on Work in Liechtenstein (43)). how to prevent discrimination incidents and promote diversity and inclusion of different groups of learners. (33) See https://syrjinta.fi/en/front-page. (34) See https://tasa-arvo.fi/en/front-page. (35) See https://www.ombudsman.hr/en. (36) See https://www.prs.hr/cms. (44) See https://www.educacionyfp.gob.es/mc/sgctie/convivencia-escolar/ (37) See https://posi.hr/?lang=en. observatorio.html. (38) See https://www.inclusion.gob.es/oberaxe/es/index.htm. (45) See https://www.boe.es/buscar/act.php?id=BOE-A-2010-17707. (39) See https://www.pluralismoyconvivencia.es. (46) See https://ceice.gva.es/es/web/inclusioeducativa/previ-pla-de- (40) See https://www.inmujeres.gob.es. prevencio-de-la-violencia-i-de-promocio-de-la-convivencia. (41) See https://www.gov.si/en/state-authorities/bodies-within-ministries/ (47) See https://bip.brpo.gov.pl/en. education-inspectorate. (48) See http://www.enseignement.be/index.php?page=27715#plainte. (42) See https://www.csicr.cz/cz. (49) See https://www.antidiskriminierungsstelle.de/SharedDocs/downloads/ ( ) See https://www.llv.li/serviceportal2/amtsstellen/stabstelle- 43 DE/publikationen/Leitfaeden/leitfaden_diskriminierung_an_schulen_ regierungskanzlei/ii_2_aeusseres_bildung_und_sport_web.pdf. erkennen_u_vermeiden.pdf?__blob=publicationFile&v=4. 24 Chapter 2 | Monitoring discrimination and diversity in schools 2.2. Grounds of discrimination it is important to identify the grounds leading to discrimination (see also the grounds covered by EU law in schools in the Introduction). Figure 2.2 provides an overview of In order to understand occurrences of discrimination the main grounds based on which learners in schools and be able to develop policies and actions to promote are discriminated against, as reported by European diversity and inclusion in the school environment, education systems, based on official data, reports, etc. Figure 2.2: Main grounds on which discrimination cases in schools are based, 2022/2023 Explanatory note The figure presents the number of education systems colour and other distinctive cultural features (e.g. reporting the most common grounds for discrimination in Luxembourg). Some education systems, such as in schools (in descending order). A country-specific the one in Latvia, reported cases of discrimination overview can be found in the Annex (Table 2.2A). experienced by Ukrainian refugee learners in schools. Türkiye mentioned political orientation as a cause that can lead learners to experience discrimination. Firstly, it can be noted that over half of the European education systems report that they do not have Although some education systems do not have official access to comprehensive data on the grounds of data, they have some information on the grounds discrimination at school. One reason for this can be based on which students experience discrimination in that recognised cases of discrimination are only the ‘tip schools. For example, Finland states that, although of the iceberg’ – due to under-reporting or to instances there are no official data, the Non-Discrimination when it is very difficult to prove that discrimination has Ombudsman highlights the following grounds taken place. Sweden, for example, stated that many for discrimination in schools: age, gender, origin, cases of discrimination do not come to the attention of nationality, language, religious belief, political opinion the Equality Ombudsman, an independent government or activity, family relationships, health, disability and agency collaborating with the education authority to sexual orientation. promote equal rights for everyone, and, when these cases are reported, they do not always constitute Similarly, Czechia affirmed that the School discrimination in the legal sense (50). Inspectorate does not regularly publish the reasons why learners are discriminated against. However, the Most of the education systems with available official thematic survey ‘Assessment of risky behaviour of data reported special educational needs or primary and secondary school pupils with a focus disability and ethnic background to be the most on cyberbullying’, conducted in 2022/2023 (51), common grounds leading to discrimination cases, showed that the most frequent reasons for bullying followed by gender, nationality, sex, religious at basic schools (ISCED 1 + 2) were as follows: affiliation, socioeconomic background and sexual personal characteristics (72 %), other physical orientation. Other grounds of discrimination are the differences (30 %), social disadvantage (30 %), lack of knowledge of the language of schooling, skin (51) See https://www.csicr.cz/cz/Dokumenty/Tematicke-zpravy/Tematicka- (50) See https://equineteurope.org/eb/cp-slug-167. zprava-%E2%80%93-Hodnoceni-rizikoveho-chovani-za.  Promoting diversity and inclusion in schools in Europe 25 being a newly arrived student (7 %), disability (4 %), processed in full respect of this legal framework and nationality/ethnicity (7 %), homophobia or transphobia the safeguards it sets out, such data are essential for (3 %), gender (2 %) and other reasons (15 %). Similar Member States to assess their compliance with human results were found in upper secondary schools. rights obligations and enables policy makers to design evidence-based measures to address discrimination, 2.3. Collection of disaggregated inequalities and exclusion’ (2018, p. 6). student data In the area of school education, disaggregated student data can be used by education authorities to monitor The collection of disaggregated personal data is often the diversity of their student populations, identify perceived as a sensitive matter by many European students who are disadvantaged and/or at risk of being countries. For this reason, constitutional norms, the applicable EU data protection laws and the Charter of discriminated and understand barriers to inclusion Fundamental Rights protect sensitive personal data, (UNESCO, 2021a). These data also allow governments and the EU anti-discrimination legislation prohibits to develop evidenced-based policies and monitor their the use of such data to the disadvantage of the implementation. Figure 2.3 provides an overview of groups they refer to. However, as affirmed by the the data on individual student characteristics that European Commission’s High-Level Group on Non- top-level education authorities across Europe report discrimination, Equality and Diversity, ‘if collected and having access to. Figure 2.3: Data on individual student characteristics accessible to top-level education authorities, 2022/2023 Explanatory note The figure presents the number of education systems home by students. Very few education systems report reporting on the data on individual student characteristics having access to data on learners’ ethnic background, that are accessible to them (in descending order). and only six education systems – the German-speaking A country-specific overview can be found in the annex Community of Belgium, Ireland, Cyprus, Romania, (Table 2.3A). Liechtenstein and Türkiye – report having access to data on students’ religious affiliation. In most education systems, disaggregated data are In addition to this, some education systems report collected at national/top level for statistical purposes. having access to other data, such as the age of More than half of them report having access to students (e.g. in Czechia and Sweden), their academic data concerning the sex or gender of students, the performance and language of schooling (e.g. in Spain), presence of students with special educational needs the educational support students receive (e.g. in Spain or disabilities, students’ nationality, country of and Latvia) and whether students live in rural or urban birth and socioeconomic background. Fewer than areas, or in overseas departments (e.g. in France). half of the education systems report having access to Some education systems have a national database data on the refugee, asylum seeker or migration gathering data on the total number of students background of students and the language spoken at and their characteristics. The Estonian education 26 Chapter 2 | Monitoring discrimination and diversity in schools information system (52), for example, is a web-based schools with learners from the Traveller community (59). national register that compiles data concerning the Finally, some education systems report using education system, including the students. In Italy, disaggregated student data to conduct research an