Mon 4th December 2017 - 13:03

STEMS: Supporting Teachers and Immigrant Students At School

The STEMS project originates from the need for adaption due to continuous changes in the world of education. This requires innovative, technological and renewable educational practices, systems or solutions for school managements.

While European countries have well-established education systems, socioeconomically disadvantaged immigrant communities experience inequality of access and a lower quality of education across the continent. These groups tend to underperform at school. According to the European Commission, non-EU citizens are twice as likely to be at risk of poverty or social exclusion as nationals. These statistics indicate that immigrants who have experienced disadvantaged backgrounds have fewer opportunities compared to their peers.

Immigrant students at schools encounter a new language, culture and school system, and consequently have difficulties adapting to them. This leads to failure in school or early school leaving. Closing the gap in early school leaving rates for foreign-born learners would bring the EU 30% closer to its headline target of reducing this rate to 10% and prevent half a million young people from leaving school early, which accounts for 8.7% of all early school leavers in the EU.

The necessity of changing and strengthening the profile of teaching professions is an undeniable fact. To realise this they need to develop teaching methodologies to promote integration at school and to improve learning abilities for new foreign students or dropout students. Teachers have to develop competences to promote peer education methodologies and peer mentoring approach to foster effective and individualised learning processes for migrant students or students at risk of social exclusion.

Our aim is to design a student (immigrant) integration programme and a teacher guidebook/online tool in the light of need/situation analysis and teacher training. Special language support with mentoring and parent involvement are key fundamentals of this inclusive programme. Intervention policies at individual level provide a support mechanism tailored to their needs. One such intervention is mentoring and focusing on the personal development of young people. Studies of different kinds in different countries have shown that parents taking an active role in the education of their children have a clearly measurable positive effect on the educational outcomes of their kids.

We aim to:

  • Promote a more inclusive education system and lead to a decrease in the achievement gap between pupils with and without a migrant background.
  • Create innovative integration process with the help of special language support, mentoring and parent involvement. 
  • Develop teachers' skills in the field of multilingualism/multiculturalism, diversity management, intercultural pedagogy.
  • Create an online toolkit, a sharing, interactive environment for teachers.
  • Develop teaching methodologies to promote integration at school and to improve learning abilities for newly foreign students or drop out student.
  • Foster the family/community involvement method for integration of immigrants.


  • Bursa Il Milli Eğitim Müdürlüğü 
  • University of Salamanca
  • State school for the district of Gießen and the Vogelsbergkreis
  • Szczecinska Szkola Wyzsza Collegium Balticum
  • IES Ruiz de Alda
  • Mihrapli abdulkadir Can Anadolu Imam Hatip Ortaokulu
  • Torre dei Giovani
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