Schools for all? Educational inclusion of Venezuelan migrants in Colombian schools

Abstract

As the main host country for Venezuelan migrants, Colombia has incorporated more than 600,000 Venezuelan children into its public education system. While most schools focus on guaranteeing access, some also promote a sense of belonging and inclusive academic learning. This study asks: What explains the variability in school responses toward migrant children, and how do some schools manage to advance inclusion beyond mere access? Drawing on sensemaking theory, we analyze 15 public schools in three subnational jurisdictions using a comparative qualitative approach that combines interviews and document analysis. Findings show that, despite resource shortages and limited policy guidelines, some schools develop sustained inclusive practices triggered by the visibility of migration and thanks to positive beliefs held by school actors about migrants, their prior experiences with inclusion, and active school leadership. The study provides evidence on the processes through which schools interpret and implement policies in crisis contexts and offers relevant implications for designing education policies that are more sensitive to diversity.