Migration
What is forced migration?
Forced migration happens when people have to leave their country because of war, persecution, or human rights abuses, not just for economic reasons.
Reference: Castles, 2003; Marfleet, 2006.
What are sociodemographics, and how do sociodemographic inequalities affect student achievement?
Sociodemographics are characteristics of people and their social background, like income, education level, race, or family situation. Inequalities in these factors affect how well students do in school and reflect wider social issues like discrimination, marginalization, privilege, and unequal access to resources.
Reference: Ladson-Billings & Tate, 1995; Marmot & Wilkinson, 2005.
Does placing students with and without disabilities in the same classroom automatically ensure an inclusive school system?
Answer: No, it is an important initial step but does not guarantee inclusion.
Reference: Temel et al., 2025.
What is GSD?
GSD stands for Gender and Sexual Diversity, a term that includes the full spectrum of gender identities, gender expressions, and sexual orientations.
Reference: Meyer, Taylor, & Peter, 2015
What is “good practice” in refugee education?
Good practice includes welcoming schools, supporting language learning, meeting social and emotional needs, and celebrating cultural diversity.
Reference: Rutter, 2006; Arnot & Pinson, 2005.
How is globalization connected to forced migration?
Globalization creates unequal opportunities, economic pressures, and conflicts that can force people to migrate.
Reference: Castells, 1996; Castles, 2003; Marfleet, 2006.
What is socioeconomic status (SES) and why is it important in education?
SES is the economic and social position of a family, including income, parents’ education, and occupation. It is important because it affects students’ access to resources and opportunities, influencing their academic performance.
Reference: Hunt et al., 2022; Chmielewski, 2019.
What international documents influenced the development of inclusive education in Europe?
The Salamanca Statement (1994) and the UN Convention on the Rights of Persons with Disabilities (2006) strengthened efforts towards student inclusion.
Reference: United Nations Educational, Scientific and Cultural Organisation 1994; United Nations 2006.
Why is GSD-inclusive education seen as anti-oppressive?
GSD-inclusive education is anti-oppressive because it changes teaching, lessons, and school rules to fight unfair treatment and discrimination, especially against LGBTQ students.
Reference: Meyer, Taylor, & Peter, 2015
Why is it important to consider both pre- and post-migration experiences?
Because refugees’ needs are shaped not only by what happened before migration (trauma) but also by their life in the host country (poverty, racism, isolation).
Reference: Rutter, 2006; Matthews, 2008.
What barriers do refugees face in host countries?
Refugees may face legal, social, economic, and racial barriers that make it hard to fully join society.
Reference: Lui, 2004; Devere, McDermott & Verbitsky, 2006.
What is privilege, and how does it affect students?
Privilege means advantages people have because of their social position, like wealth, race, or gender. Students with privilege often have better access to resources, support, and opportunities in education.
Reference: Bell, Holman & Jones, 2019.
How are male and female students represented across different disability groups in Austria?
Male students are significantly overrepresented in all disability groups: students with behavioral difficulties, students with behavioral difficulties and intellectual disabilities, students with autism spectrum disorder, and students with autism spectrum disorder combined with intellectual disabilities.
Reference: Temel et al., 2025.
How safe do teachers perceive schools to be for LGBTQ students compared to all students?
Teachers generally think schools are safe for all students (96.9%), but perceive less safety for LGBTQ students: 71.3% for LGB students and 52.1% for transgender students.
Reference: Meyer, Taylor, & Peter, 2015
How can schools help refugees feel included?
Schools can provide support for learning, emotional well-being, language, and build positive relationships with families and communities.
Reference: Arnot & Pinson, 2005; Rutter, 2006.
Why are refugees sometimes treated as a homogeneous group?
Researchers and policymakers often group all refugees together, ignoring differences in countries of origin, experiences, and needs.
Reference: Rutter, 2006; McBrien, 2005.
What are marginalization and structural inequalities in education?
Marginalization is when certain groups have limited access to resources, power, and opportunities. Structural inequalities are systemic barriers in society, like discrimination or unfair policies, that create unequal educational outcomes.
Reference: Braveman & Gottlieb, 2014; Merlo et al., 2019.
How does home language influence SEN classification in Austrian schools?
Children whose home language differs from the language of instruction have a slightly higher chance of SEN classification in later years, although insufficient German skills alone are not officially a reason for SEN status.
Reference: Mayrhofer et al., 2019; Bundesministerium für Bildung, Wissenschaft und Forschung 2019.
What percentage of teachers support GSD-inclusive education, and how does this differ between LGBQ and straight teachers?
Overall, 84.9% of Canadian teachers support GSD-inclusive education. LGBQ teachers are more supportive (99.1%) compared to straight teachers (80.7%).
Reference: Meyer, Taylor, & Peter, 2015
A nuanced approach combines universal strategies with extra support for the most disadvantaged groups, taking into account both intersectional effects and individual differences among students.
Reference: Marmot & Bell, 2012; Merlo et al., 2019.
A nuanced approach combines universal strategies with extra support for the most disadvantaged groups, taking into account both intersectional effects and individual differences among students.
Reference: Marmot & Bell, 2012; Merlo et al., 2019.
What is “good practice” in refugee education?
Good practice includes welcoming schools, supporting language learning, meeting social and emotional needs, and celebrating cultural diversity.
Reference: Rutter, 2006; Arnot & Pinson, 2005.
How do sociodemographic inequalities affect student achievement, and what social processes do they reflect?
Socioeconomic and other inequalities affect how well students do in school and reflect wider social processes like discrimination, marginalization, privilege, and unequal access to resources.
Reference: Ladson-Billings & Tate, 1995; Marmot & Wilkinson, 2005.
How likely are students with behavioral difficulties and intellectual disabilities to attend inclusive class settings compared to students without these disabilities?
Students with behavioral difficulties and intellectual disabilities are 80% less likely to attend inclusive class settings than students without these disabilities.
Reference: Temel et al., 2025.
What are the main barriers that prevent teachers from fully implementing GSD-inclusive education in schools?
Main barriers include limited knowledge about LGBTQ issues, inconsistent support from school administration and colleagues, fear of parental backlash, restrictive school policies, and lack of training on how to intervene in harassment or integrate GSD topics into the curriculum.
Reference: Meyer, Taylor, & Peter, 2015
What is intersectionality, and why is it important for understanding educational inequalities?
Intersectionality looks at how different social identities (like race, gender, and class) overlap to create unique experiences of advantage or disadvantage, helping us understand educational inequalities better.
Reference: Crenshaw, 1989; Collins, 1990/2009; Bell, Holman & Jones, 2019.