Exploring the socio-educational integration of migrant children and adolescents: a comparative study across six European countries

This study investigates migrant adolescents’ integration experiences across six European countries, Belgium, Germany, Greece, Italy, Ireland, and Spain, drawing on survey data from 9,780 students aged 10–18 participating in the IMMERSE project. Using multivariate statistical analysis, the study examines school belonging, social support, language competence, intercultural friendships, and well-being, identifying four integration profiles: Competent but Isolated, Vulnerable Learners, Socially Connected, and Resilient Multiculturalists. The findings demonstrate that integration is not a linear process, but a dynamic interplay of individual agency and contextual opportunity structures shaped by national migration histories, policy environments, and school systems. Across all profiles, a deficit in school belonging emerges as a critical concern, underscoring the need for more inclusive school cultures, teacher training, and relational pedagogies. The findings highlight the importance of listening to adolescents’ voices and developing policies that respect their agency in shaping integration journeys.