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

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dc.contributor.authorBruno, Luana
dc.contributor.authorIborra, Cuéllar, Alejandro
dc.date.accessioned2026-02-17T11:52:07Z
dc.date.available2026-02-17T11:52:07Z
dc.date.issued2025-08-18
dc.description.abstractThis 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.
dc.description.departmentDepto. de Investigación y Psicología en Educación
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
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dc.description.statuspub
dc.identifier.citationBruno, L., & Iborra Cuéllar, A. (2025). When the educational system fails immigrants: the role of teacher attitudes, institutional support and policy in shaping exclusion. International Journal of Lifelong Education. 1(24) https://doi.org/10.1080/02601370.2025.25509988
dc.identifier.doi10.1080/02601370.2025.2550998
dc.identifier.doi0260-1370
dc.identifier.essn1464-519X
dc.identifier.officialurlhttps://doi.org/10.1080/02601370.2025.2550998
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/68c5b6f68237274acbcc16ef
dc.identifier.relatedurlhttps://www.scopus.com/pages/publications/105015207610
dc.identifier.relatedurlhttps://www.webofscience.com/wos/woscc/full-record/WOS:001564695000001
dc.identifier.relatedurlhttps://hdl.handle.net/10017/67991
dc.identifier.urihttps://hdl.handle.net/20.500.14352/132483
dc.issue.number24
dc.journal.titleInternational Journal of Lifelong Education
dc.language.isoeng
dc.publisherRoutledge
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu314.7
dc.subject.cdu314.151.3-054.72
dc.subject.cdu37.015.31:316.42
dc.subject.cdu37.035
dc.subject.cdu159.953.5
dc.subject.cdu159.922
dc.subject.cdu371.3
dc.subject.keywordImmigrants
dc.subject.keywordSpanish educational system
dc.subject.keywordDiscrimination
dc.subject.keywordSubjective experiences
dc.subject.ucmPsicología evolutiva
dc.subject.ucmEducación multicultural
dc.subject.ucmAprendizaje
dc.subject.ucmPolítica educativa europea
dc.subject.ucmPolítica social
dc.subject.ucmMétodos de enseñanza
dc.subject.unesco61 Psicología
dc.subject.unesco5802 Organización y Planificación de la Educación
dc.subject.unesco6104.02 Métodos Educativos
dc.titleWhen the educational system fails immigrants: the role of teacher attitudes, institutional support and policy in shaping exclusion
dc.typejournal article
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