Experiencing inclusion within a Northern Ireland secondary school: the perspectives of migrant students from four European countries

The article focuses upon a small‐scale research project undertaken in a Northern Ireland secondary school. Using a questionnaire, the article explores the views of a sample of young people from four European countries who are enrolled at the school, regarding the school's inclusive policy and associated practices. In recent years, Northern Ireland has experienced a significant increase in the number of migrant families that have settled in the province; this has presented schools with a challenge as to how their policies on inclusion are capable of embracing the needs of students with different cultural experiences and expectations. It is apparent that the school has made a considerable investment to provide a positive experience for these students. Likewise, it is evident that there are both financial and staff development implications associated with creating an inclusive school culture.