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Barriers to Inclusion of Moroccan Students in Spanish Schools: A Critical Qualitative Research Investigation

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Title: Barriers to Inclusion of Moroccan Students in Spanish Schools: A Critical Qualitative Research Investigation
Language: English
Authors: Lucía Torres-Zaragoza (ORCID 0000-0002-0151-7453)
Source: Issues in Educational Research. 2026 36(1):335-353.
Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Foreign Countries, Muslims, Barriers, Inclusion, Immigrants, Educational Environment, Social Influences, Cultural Influences, Religious Factors, Second Language Learning, Critical Race Theory, Mothers, Language Proficiency
Geographic Terms: Morocco, Spain
ISSN: 0313-7155
1837-6290
Abstract: In recent decades, the Muslim population has become one of the largest groups in Western European countries and, thus, in schools. In Spain, particularly, these Muslim students are of Moroccan origin. Education becomes central in fostering inclusion for Muslim migrant students and their families. However, they usually face certain barriers to inclusion regarding their migrant status and their religious identity. This study aims to identify the barriers to inclusion that Moroccan Muslim migrant students and their parents face in their formal educational contexts, from their mother's perspectives. It also explores mothers' proposals to foster this inclusion. Critical qualitative research with a Critical Race Theory approach was adopted. In-depth interviews and a focus group with a total of 14 participants were conducted. There are several barriers to inclusion of Moroccan Muslim migrant students, such as linguistic, socialisation, discrimination, identity and religious obstacles. Mothers also made proposals for improving language support and inclusion. These proposals and the barriers identified are key to develop measures that foster their inclusion, such as policy-making, teacher training, etc. These actions can help these students and their families overcome these obstacles and improve their reality in educational contexts and in the broader Spanish society.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://www.iier.org.au/iier36/torres-zaragoza-abs.html
Accession Number: EJ1505648
Database: ERIC
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  Data: Barriers to Inclusion of Moroccan Students in Spanish Schools: A Critical Qualitative Research Investigation
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  Data: <searchLink fieldCode="AR" term="%22Lucía+Torres-Zaragoza%22">Lucía Torres-Zaragoza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0151-7453">0000-0002-0151-7453</externalLink>)
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  Data: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Muslims%22">Muslims</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Factors%22">Religious Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink>
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  Data: In recent decades, the Muslim population has become one of the largest groups in Western European countries and, thus, in schools. In Spain, particularly, these Muslim students are of Moroccan origin. Education becomes central in fostering inclusion for Muslim migrant students and their families. However, they usually face certain barriers to inclusion regarding their migrant status and their religious identity. This study aims to identify the barriers to inclusion that Moroccan Muslim migrant students and their parents face in their formal educational contexts, from their mother's perspectives. It also explores mothers' proposals to foster this inclusion. Critical qualitative research with a Critical Race Theory approach was adopted. In-depth interviews and a focus group with a total of 14 participants were conducted. There are several barriers to inclusion of Moroccan Muslim migrant students, such as linguistic, socialisation, discrimination, identity and religious obstacles. Mothers also made proposals for improving language support and inclusion. These proposals and the barriers identified are key to develop measures that foster their inclusion, such as policy-making, teacher training, etc. These actions can help these students and their families overcome these obstacles and improve their reality in educational contexts and in the broader Spanish society.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 335
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Muslims
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Cultural Influences
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      – SubjectFull: Religious Factors
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Critical Race Theory
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      – SubjectFull: Mothers
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Morocco
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      – SubjectFull: Spain
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      – TitleFull: Barriers to Inclusion of Moroccan Students in Spanish Schools: A Critical Qualitative Research Investigation
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              Y: 2026
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