Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children
In the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion of migr...
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MDPI AG
2025-04-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/14/5/252 |
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| author | Cátia Moreira de Carvalho Danai Garoufallidou Isabel R. Pinto |
| author_facet | Cátia Moreira de Carvalho Danai Garoufallidou Isabel R. Pinto |
| author_sort | Cátia Moreira de Carvalho |
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| description | In the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion of migrant children in this educational context. The programme was designed, following the participatory action research and co-creation approaches, guided by three primary objectives: amplifying the voices of migrant children and youth, empowering their agency and active citizenship, and facilitating their integration in the school. Recognising that integration is a two-way process, the programme engaged established students as mentors and peers of newly arrived migrant children. Over an academic year, collaborative activities were created and implemented in the school in partnership with participating students. These activities aimed to promote integration, foster a pro-diversity environment, and ensure sustainability. The programme’s evaluation included a questionnaire and a focus group involving participating children and teachers responsible for the activities. Findings highlighted the cultivation of values like tolerance, respect, and empathy, with effects extending beyond the school. Moreover, results revealed heightened teacher awareness of the unique needs of migrant children and the importance of incorporating their voices into school activities. |
| format | Article |
| id | doaj-art-a0a036e6319d4c6da35183cd9646a6da |
| institution | DOAJ |
| issn | 2076-0760 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj-art-a0a036e6319d4c6da35183cd9646a6da2025-08-20T03:12:18ZengMDPI AGSocial Sciences2076-07602025-04-0114525210.3390/socsci14050252Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant ChildrenCátia Moreira de Carvalho0Danai Garoufallidou1Isabel R. Pinto2School of Law and Government, Dublin City University, D09 V209 Dublin, IrelandFaculty of Psychology and Educational Sciences, Universidade do Porto, 4200-135 Porto, PortugalFaculty of Psychology and Educational Sciences, Universidade do Porto, 4200-135 Porto, PortugalIn the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion of migrant children in this educational context. The programme was designed, following the participatory action research and co-creation approaches, guided by three primary objectives: amplifying the voices of migrant children and youth, empowering their agency and active citizenship, and facilitating their integration in the school. Recognising that integration is a two-way process, the programme engaged established students as mentors and peers of newly arrived migrant children. Over an academic year, collaborative activities were created and implemented in the school in partnership with participating students. These activities aimed to promote integration, foster a pro-diversity environment, and ensure sustainability. The programme’s evaluation included a questionnaire and a focus group involving participating children and teachers responsible for the activities. Findings highlighted the cultivation of values like tolerance, respect, and empathy, with effects extending beyond the school. Moreover, results revealed heightened teacher awareness of the unique needs of migrant children and the importance of incorporating their voices into school activities.https://www.mdpi.com/2076-0760/14/5/252childrenyouthmigrantrefugeeco-creationparticipatory action research |
| spellingShingle | Cátia Moreira de Carvalho Danai Garoufallidou Isabel R. Pinto Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children Social Sciences children youth migrant refugee co-creation participatory action research |
| title | Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children |
| title_full | Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children |
| title_fullStr | Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children |
| title_full_unstemmed | Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children |
| title_short | Mentorship in Schools: A Co-Creation Programme That Gives a Voice to Migrant Children |
| title_sort | mentorship in schools a co creation programme that gives a voice to migrant children |
| topic | children youth migrant refugee co-creation participatory action research |
| url | https://www.mdpi.com/2076-0760/14/5/252 |
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