Although the importance of social contexts in general and peer relationships in particular for integration and learning is widely recognized, the role of children as co-constructors in shaping these processes remains insufficiently considered. Previous studies either have focused on the individual or on macro-level-processes, thus, neglecting the micro- and meso-level with their emphasis on exchanges and interrelations among children and between children and their social environments. Addressing this gap and illuminating both levels, the present article combines Bronfenbrenner’s theory with the notion of "doing" peer relations, and brings together the perspectives of children and professionals. Analyses were based on qualitative interviews in four European countries that were realized within a larger project on integration and participation of migrant children. Results show the great potential of peer relations for integration and learning, which needs to be used more strongly. Conclusions for practitioners in the fields of education and social work will be discussed.

The overall aim of the chapter is to contribute to the discussion on how teachers’ facilitation of classroom interaction can be understood in view of mono- and bi-/multilingual norms, and more specifically how teachers relate to, make use of, and strengthen children’s epistemic authority through language competences in the multilingual classroom. The analysis is primarily based on two sets of data. First, teacher interviews which answer to what problems and solutions teachers experience concerning teaching and learning in the multilingual classroom, and how they view their role as facilitator of dialogue and a promoter of agency and hybrid integration in relation to this. Secondly, video-recordings of classroom interaction in selected European localities teachers’ facilitation of dialogue were explored with regard to considering monolingual and bi-/multilingual ideologies and the promotion of hybrid integration. The analysis shows how the monolingual ideology permeates the data material. Students’ multilingual resources are not recognised and valued; consequently, multilingual students’ agency and epistemic authority is hindered. However, there are glimpses of “cracks” where spaces for alternative practices can be developed, in which students can use their full linguistic repertoire, including varying named languages to express their views or ideas beyond the language of instruction, which create potentials for strengthening students’ participation in classroom interactions. The chapter argues that children’s language competences should be integral to understandings of their epistemic authority and calls for further research into how strategies that accomplish this can be developed and transferred across classrooms and localities, with the purpose of strengthening all children’s epistemic authority in education.

Across Europe, migrant children often have lower educational outcomes than non-migrant children. This is a trajectory that can begin early in the school career and have long-term implications and is due to a host of school and non-school factors. This chapter offers an overview of migrant children’s protection, support and education as well as a synopsis of some of the legislation that impacts young migrants and their integration into schools. To this end, it highlights two contrasting cases (those of Belgium and Poland) in order to better illustrate the fact that even in countries with very different histories of migration, approaches to integration and school systems, there are many common obstacles facing migrant children in schools. Available data on the training of teachers and support workers, migrant children’s access to and placement in schools and the structural space for children’s agency in schools is presented here in order to illustrate the difference between policy and the lived reality of migrant children’s integration into schools. The treatment of children in policy and programming that is summarised here shows the complicated position migrant children occupy in policy, society and education systems.