When the educational system fails immigrants: the role of teacher attitudes, institutional support and policy in shaping exclusion

Abstract

This study investigates the subjective experiences of immigrants in the Spanish educational system, using a qualitative methodology that combines narrative and thematic analysis. Twenty-two participants of various nationalities, living in the Community of Madrid, were selected through snowball sampling. In-depth interviews, conducted between May and July 2023, served as the primary data collection method, allowing for a rich, contextual understanding of the participants’ experiences. The analysis revealed six major themes: direct rejection, experiences of invisibility, condescension from teachers, attempts at integration, lack of institutional support and school segregation based on national origin. The latter theme highlights how immigrants are often concentrated in public schools in economically disadvantaged areas, reinforcing segregation. The study underscores the challenges faced by immigrant students in accessing equal educational opportunities and institutional support. These findings highlight the need for addressing discriminatory attitudes and improving institutional practices to foster more inclusive educational environments. The results provide valuable insights for developing educational policies aimed at promoting the integration of immigrant students in Spain’s education system.