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The H2020 project IMMERSE: Integration mapping of refugee and migrant children

IMMERSE (Integration Mapping of Refugee and Migrant Children in Europe) main goal is to define a new generation of indicators on the integration and socio-educational inclusion of refugee and migrant children in Europe. IMMERSE aims to incorporate all relevant stakeholders (children and their families, researchers, NGOs, policymakers, educators or learning institutions) in the co-creation and validation of a dashboard of indicators. This will lead to data that best reflects the particular needs and expectations of the relevant stakeholders.

During the first phase of the project, IMMERSE researchers have documented their findings on the integration of migrant and refugee children in Europe in various documents. Research teams in six countries – Spain, Italy, Greece, Germany, Belgium, and Ireland – conducted qualitative research with key stakeholders focusing on themes established in the research literature as critical to integration and education: multilingualism and interculturalism, psycho-social well-being, and gender. The six research partner countries were divided into pairs, and while each pair collected data related to all themes, they also were responsible for a special focus on one theme. In addition, IMMERSE has produced a series of policy briefs with the aim of linking the progress and findings of the IMMERSE project to concrete policy recommendations.

In its commitment to disseminate open access the findings and progress of the project in relation to the integration of refugee and migrant children in Europe, below are these publications as well as others in which IMMERSE research partners have participated in the form of academic articles or book chapters in collaboration with other projects and institutions.



Report on Gender Issues

This report identifies indicators of the socio-educational integration of migrant children. Research teams from Germany and Belgium carried out qualitative research focusing on the theme of gender and its relation to integration through the lens of educational and school experiences of migrant and refugee children in their host countries.
Available in English

Report on Intercultural Competences and Multiculturalism

This report elucidates the key parameters related to intercultural competences and multilingualism. After subject these issues to discussion among the different stakeholders within the three levels of the integration process: micro, meso and macro, four workshops have been organised with children, split by age group (6-9, 10-12, 13-16, 17-18), one with their families, one with professionals of the meso level and interviews with macro level representatives in Spain and Italy.
Available in English

Report on Psycho-social and Well-being

The Irish and Greek teams of the IMMERSE project worked together on the theme of psycho-social well-being and its relationship to integration through the lens of migrant and refugee children’s experiences of education and school in their host countries. By adopting a systems-based approach, influenced by Bronfenbrenner’s ecological systems theory, IMMERSE aimed at identifying indicators at the micro, meso and macro levels.
Available in English



A Systemic Approach to Immigrant and Refugee Children Integration

This paper is the first of a series of policy briefs. The main aim of these documents is to link the progresses and findings of the IMMERSE project to specific policy recommendations. This first policy brief has been issued at a very early stage of IMMERSE, it offers an overview of migrant and refugee children current situation in the EU to propose, according to the objectives of the project and some incipient policy implications.
Available in English

Protecting migrant and refugee children from the social effects of the COVID-19 crisis

Migrant and refugee children are one of the most vulnerable groups in our societies and are particularly exposed to the negative effects provoked by the COVID-19 crisis. In this document, IMMERSE's researchers propose some measures aiming to mitigate these impacts.
Available in English



A Comprehensive Approach to the Study of Socio-Educational Inclusion of Migrant Children in Europe

The research team from the Universidad Pontificia de Comillas has participated in the publication of the book Migrant Children’s Integration and Education in Europe: Approaches, Methodologies and Policies (2021) with this chapter in which they present in depth the conceptual framework of the IMMERSE project and its relevance as an innovative approach from which educational practices can be transformed, to ensure the educational success of migrant children in Europe.
Available in English
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The antecedents of well‐being in first‐generation migrant children: A systematic review

This systematic review is aimed at analysing the publication trends on the topic and at synthesising the available evidence on the antecedents of well-being of first-generation international migrant children. Antecedents of well-being have been documented as factors fostering and hindering well-being. Important gaps in literature and key antecedents of well-being have been uncovered for voluntary and involuntary migrant children.
Available in English

La sfida dell’inclusione socio educativa di bambini e giovani con background migratorio in Italia

L’integrazione sociale ed educativa dei bambini e giovani con background migratorio costituisce una delle più importanti sfide della nostra società. Silvia Taviani e Valeria Fabretti sintetizzano alcuni primi risultati emersi da una ricerca su questo tema svolta da Save the Children in varie città italiane attraverso tecniche qualitative.
Available in Italian

Children's research advisory groups: Moving from adult-research agendas to co-creation with children

This chapter focuses on children's research advisory groups (CRAGs) against the backdrop of participatory research with children and the increasing requirements to evidence research involvement by users of services for funding bodies. The authors will discuss capacity building as essential in working with CRAGs. Furthermore, they examine the potential role and contribution of CRAGs in co-constructing research methods, data analysis and research-sharing, drawing on two of their research projects (one Irish and one European) supported by CRAGs. The chapter concludes that while CRAGs have the potential to contribute to deeper participation, they are not without their difficulties and limitations.
Available in English

IMMERSE Consortium

Comillas Pontifical University | SPAIN
Zabala Innovation Consulting | SPAIN
INFODEF Institute for the Promotion of Development and Training | SPAIN
Ministry of Inclusion, Social Security and Migrations | SPAIN
University College Cork | IRELAND
Save the Children Italy | ITALY
DOZ e.V. International | GERMANY
Active Citizen Europe | BELGIUM
Panteion University of Social and Political Studies | GREECE
Regional Directorate of Primary and Secondary Education of Crete | GREECE

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This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement 745625. The dissemination of results herein reflects only the author’s view and the European Commission is not responsible for any use that may be made of the information it contains.
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