Migration and inclusion into education systems are pressing concerns for European societies, where significant gaps in educational attainment persist between non-EU and EU nationals. This chapter investigates the educational opportunities and constraints for migrant students in European countries, highlighting the different challenges education systems face in accommodating increasingly diverse student populations. Using aggregate data from sources such as Eurostat, TIMSS, and PISA, it provides a comparative analysis of migrant-native gaps across European countries. To further explore cross-country variations, the chapter reviews relevant empirical literature from six European countries with varying proportions of migrant students and distinct educational outcomes: Finland, Sweden, Spain, Portugal, Belgium, and Estonia. These countries exemplify diverse institutional settings and highlight persistent challenges such as school segregation, socioeconomic disparities, and language barriers. The chapter also presents a case study of Andalusia, a southern Spanish region with a significant migrant population, reanalyzing qualitative data from expert interviews to explore localized integration practices. Findings reveal that while language barriers remain a critical issue, integration efforts are hindered by assimilationist educational policies and broader political narratives emphasizing control over inclusion. The multimethodological approach taken in this chapter calls attention to the ambiguity of inclusion as a concept, given the multiple goals and outcomes associated with educational integration policies. The research underlines the need for more comprehensive studies to clarify effective educational practices and to reduce segregation by migration background and ensure the long-term well-being of European societies. Despite these challenges, the chapter underscores the strategic role of education as an investment in social and economic well-being for all. © 2026 selection and editorial matter, Sergio Moldes-Anaya, Rosa Maria Soriano Miras and Harlan Koff; individual chapters, the contributors.
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