An introduction to the special issue on “Challenging structural enequities in education to promote positive psychosocial outcomes in migration diverse societies”

Abstract

Global migration has made schools more diverse, yet many immigrant and other marginalized students continue to face unequal educational opportunities. These inequalities are shaped by factors such as socioeconomic disadvantage, limited inclusion efforts, and discriminatory experiences. This special issue brings together 14 studies from seven countries to explore how educational institutions in migration‐diverse societies can reduce these inequalities by better understanding school experiences on multiple levels, including: teachers' beliefs and classroom practices, students' and parents' experiences of school, school climate, curriculum content, and programs designed to support students' identities, sense of belonging, and well‐being. Using a range of methods and educational settings, the studies in this special issue highlight the importance of contextualizing findings within the specific sociohistorical setting, moving beyond deficit‐focused explanations, and supporting inclusive, reflective educational practices to promote more equitable outcomes for all students.