“Otherwise we progress”: school experience and social paths of students of migrant origin

This study employs life narrative methodology to explore the experiences of two female and one male student of Albanian origin. Through in-depth interviews, it examines how participants reconstruct their school and academic trajectories, focusing on aspects such as the content of school knowledge, teaching practices, management of diversity, and the role of family background. The findings highlight the significant influence of educators on the school experience of students with a migrant background, either by exacerbating exclusion or by fostering inclusion and academic success. Furthermore, the study reveals the connection between parental perceptions and practices with the socio-economic and educational characteristics of each family.​