Purpose

The aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.

Design/methodology/approach

The method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.

Findings

The following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.

Research limitations/implications

The number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.

Practical implications

The findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.

Social implications

Stakeholders could consider the findings before making decisions and developing policy actions countrywide.

Originality/value

The key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

中文翻译：

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将移民学生纳入小学：意大利校长的观点

目的

本文的目的是考察意大利小学校长在移民儿童融入方面的观点、经验、角色和价值观。

设计/方法/方法

该研究的方法是定性的，包括半结构式访谈，对 17 名小学校长进行，并使用内容分析进行检查。

发现

出现了以下六个类别：(1) 学校组织和服务，(2) 包容性项目和活动，(3) 教学方法和策略，(4) 评估，(5) 网络和 (6) 挑战。调查结果强调了校长角色的复杂性；他们必须承担多项任务，才能为移民学生营造积极的学校体验。以学生为中心的方法被认为与跨文化教育相关，以促进包容和福祉。课程活动是根据学生的需要设计的。

研究限制/影响

参加人数有限，他们都在意大利东北部的一个小地区工作。未来的研究应考察其他学校利益相关者的观点，如教师协调员、学校包容委员会、教师和导师。

实际影响

调查结果可用作定义学校组织模式的框架，有助于讨论活动的相关性和比较不同背景下的学校。可以考虑发展反思性实践来分析学校内部的活动。

社会影响

利益相关者可以在全国范围内做出决定和制定政策行动之前考虑调查结果。

原创性/价值

关键因素包括对学校校长在管理学校中的作用的认识以及将学校与当地社区和外部机构联系起来的重要性。