Investigating diversity in the classroom

Researchers are looking at how teachers can best educate the increasingly diverse pupils in their classrooms - and asking the children themselves to give ideas.

The Faculty of Education, University of Hull is leading a major new European project to examine the impact of rising numbers of migrant children, as well as those identified as having special educational needs or from economically poor backgrounds, on how teachers actually teach.

The three-year project involves secondary schools in Lisbon, Madrid and Manchester, as well as Hull.

<^{Dr Kiki Messiou talks to students from Newland School for Girls}

They will cooperate with university researchers to develop powerful new strategies for helping teachers to make their lessons more inclusive. This work is supported by the Lifelong Learning Programme of the European Union and is funded by a grant of more than €231,000. 

Building on findings from earlier research carried out in Hull schools - and learning from experiences in the other participating schools - the views of children themselves will be used to inform these developments.

Dr Kiki Messiou from the University of Hull’s Faculty of Education, who is coordinating the project, said: “Our work with schools in Hull has demonstrated how children and young people can help teachers to think of new ways to improve their practices. 

“The problem is that we have underestimated their role and, until now, their voices have been largely silent.”

She added: “Across Europe the biggest challenge facing teachers is that of responding to learner diversity. Increased population movement between countries has added to the urgency of this issue, with schools in most countries admitting more young people with ethnic, cultural and linguistic differences. 

“At the same time, there is widespread concern regarding the progress of students defined as having special educational needs and those from economically poor backgrounds who tend to lose out most starkly, achieve the worst results and attend the lowest-performing schools.” 

The researchers will work with teachers to experiment with different ways of supporting the learning of all members of their classes. These experiences will lead to suggestions that will eventually be shared with schools across Europe.

Commenting on her school’s involvement, Angela Martinson, headteacher of Newland School for Girls explained: “Newland are very pleased to be part of this initiative.  Catering for student differences is one of our priorities.”

Andrew Chubb, the Principal of Archbishop Sentamu Academy added: “We are all very interested in this exciting project and are looking forward to being involved with the international partners.”

In addition to the eight participating schools, the other partners in the project are the Autonoma University of Madrid, the University of Algarve and Manchester University.