IMMERSE Indicators

THE DASHBOARD OF INDICATORS

IMMERSE Dashboard of Indicators on the socio-educational inclusion of refugee and migrant children has been co-created including the voices of migrant and refugee children, their families and those who work directly with them in schools, NGOs, and policy makers to depict a more meaningful definition of integration. They helped define the parameters and variables of the dashboard, and then validated the resulting indicators. This co-creation process and the data contained in the Dashboard were produced in the six IMMERSE countries: Belgium, Germany, Greece, Ireland, Italy, and Spain. Nonetheless, the project and the Dashboard have been designed to maintain applicability across national borders and encompass a pan-European perspective.

The Dashboard encompasses 30 indicators:

The data contained in the Dashboard brings together information obtained from both primary data collection (carried out between 2021-2023, encompassing 24,419 children and 406 sites) and secondary documentary sources (Eurostat, national ministries and statistical offices, MIPEX, PISA, Eurydice).

GLOSSARY

Concept Definition
Migrant Born in a different country
Migrant parents Born in the country of residence, but parents born in a different country
Migrant-background Includes the two above (persons born abroad or with parents born abroad)
Non-migrant Born in the country of residence from parents also born there
Older children (OC) Refers to children between 10-18 years old
Younger children (YC) Refers to children between 7-9 years old

INDICATORS EXPLAINED

Integration Results

Access to Rights

1. Children's access to compulsory education

The indicator estimates scholarization rates among foreign children by comparing the number of foreign children enrolled at compulsory school levels as a share of the number of foreign children of compulsory school age in the country. We use citizenship ("foreign" children) as a proxy of migrant-background (which refers to children and parents' country of birth) because data on school enrolment is usually only available by citizenship and not by migration background.

The age range of the population used as a reference and the educational levels considered vary according to each country's compulsory school age and compulsory educational levels definitions:

Belgium: 6-18 y.o. / Primary and secondary school. Note: compulsory school starts at age 5 and 3rd year of pre-school, but there is no disaggregated information available for this level, so the population and levels of reference have been adjusted.
Germany: 6-18 y.o. / Primary and secondary school. Note: compulsory school age includes 19 y.o. in 5 landers, but data are only available at the national level, so the same levels and age of reference were applied to all landers.
Greece: 6-15 y.o. / 2 years of pre-school, primary and lower secondary school. Note: compulsory school starts at 4, including pre-school. But since data on pre-school enrolment was not available, the population and levels of reference have been adjusted.
Ireland: 6-16 y.o. / Primary and secondary school up to Junior Certificate (3rd Year). Note: primary level students can include children aged 5, who are not in compulsory school age and thus are not included in the population of reference; and children can exit compulsory levels (i.e. obtain Junior Certificate) at earlier ages as a result (between ages 13-15), but all children up to 16 are included in the population of reference.
Italy: 6-16 y.o. / Primary and secondary up to 2° superiore.
Spain: 6-16 y.o. / Primary and secondary school up to 4° ESO.

Technical details:

Sources: Population: Eurostat [link]
Enrollment:
Belgium: Brussels Institute for Statistics and Analysis [link]
Germany: Federal Statistical Office [link]
Greece: Ministry of Education, Religious Affairs and Sports
Ireland: Central Statistics Office [link]
Italy: Ministero dell'Istruzione e del Merito [link]
Spain: Ministerio de Educación y Formación Profesional [link]
The data refers to the 2021-2022 school year (and population at 1 January 2022).

Caveats:
An upper bound has been established at 100 for rates over 100 (i.e. foreign population enro lled in compulsory levels is shown to be larger than the reference population as registered in Eurostat). This is theoretically possible because: (1) there could be older children in these grades (repetition), and in some cases younger ones (starting primary at an earlier age, as in Ireland); (2) there is a several-months mismatch in the registration dates (population in January, school students by the end of the summer); (3) the population registers might not cover all population (e.g. irregular or transit situations), underestimating the actual population that could end up enrolled in schools. There may also be variations in how authorities account for registration and attendance, which is relevant for this mobile population.

2. Children's access to health care

The indicator shows how many children under 16 haven't seen a doctor despite needing one in a period of 12 months (according to their parents). The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: EU Statistics on income and living conditions (EU-SILC) [link]
The data refers to 2021. The sample covers adult populations in Europe, while the survey item employed is answered by household respondents with children under 16. For the survey item: see HCH010 in EU-SILC User guide [link].
This survey item employs the same question included in the EU indicators for migrant integration and sustainable development indicators [link], but referred to children under 16 in the respondent's household.

Language & Culture

3. Children's language competence

This indicator shows how children perceive their ability to understand and speak the primary language of their place of residence (e.g. German in Germany). Children answer two questions: (1) if they can explain themselves to their teachers and (2) if they can understand their teachers. The questions were adapted for young children (7-9). The final IMMERSE indicator focuses on migrant and migrant-background children in particular.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q24-25 in OC questionnaire [link] and Q19-20 in YC questionnaire [link].
Note: items inspired by the Social Cultural Adaption Scale (SCAS) (Wilson, 2013) ([link 1], [link 2]).
For the transformations: see D3.4 IMMERSE Analysis report [link].

4. Children's cultural identity

The indicator shows whether migrant-background children feel close to different groups of people based on geographical, cultural and transversal social categories (such as age or gender). In particular, it shows whether they feel close both to persons from their cultural origins (from their parents' countries, or with their same language or religion) and to persons who may have very different cultural backgrounds, either from their places of residence (neighbourhood, city, and host country) or from intersecting social categories (people of their same age, same gender or with same interests and hobbies). Children were presented with several options and they could pick as many as they considered. The final IMMERSE indicator focuses on migrant and migrant-background children in particular.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 10-18 years old. The data refers to the 2021-2023 period.
For the survey items: see Q35 in OC questionnaire [link].
Note: items inspired by the "declared identity items" of the LOCALMULTIDEM project's questionnaires [link].
For the transformations: see D3.4 IMMERSE Analysis report [link].

Well-being

5. Children's happiness

This indicator shows whether children consider that they are quite happy or very happy (as opposed to not very happy or not at all happy). The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q29 in OC questionnaire [link] and and Q23 in YC questionnaire [link].
Note: item inspired by/drawn from International Social Survey Programme (ISSP) [link].
For the transformations: see D3.4 IMMERSE Analysis report [link].

6. Children's sense of belonging

This indicator reflects how much children feel as a part of the school community. Children are asked how frequently they feel that they belong at their school, that they can be themselves at school, and that people at their school care about them. The results for these three items are considered together. The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q20 in OC questionnaire [link] and and Q8-11 in YC questionnaire [link].
Note: items are inspired by/drawn from the Student Subjective Wellbeing Questionnaire (School connectedness subscale) [link]
For the transformations: Children's responses to the survey items are summed producing a scale from 1 to 7.

Social Connectedness

7. Children's peer support

This indicator shows how much children feel that they count with the social support of friends and peers. This is measured using three consecutive items for which children respond how frequently they feel that way, and the results are aggregated. The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q32 in OC questionnaire [link] and and Q26-28 in YC questionnaire [link].
Note: items inspired by the Multidimensional Scale of Perceived Social Support (Zimet et al., 1998) [link]
For the transformations: Children's responses to the survey items are summed producing a scale from 1 to 7.

8. Children's intercultural bridges

This indicator examines the diversity of children's networks of friends and peers in terms of country and culture of origin. Children respond two questions on how many of their friends are from a different country or from a different culture, and the indicator reflects how many children do not have any such friends. The final IMMERSE indicator considers the overall result for all children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 10-18 years old. The data refers to the 2021-2023 period.
For the survey items: see Q33-34 in OC questionnaire [link].
Note: items inspired by from Community Life Survey UK [link]
For the transformations: see D3.4 IMMERSE Analysis report [link].

9. Teacher support

This indicator shows how much children feel that they count with the support of teachers. This is measured using three consecutive items for which children respond how frequently they feel that way (values 1 to 3), and the results are aggregated. The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q21 in OC questionnaire [link] and and Q12-14 in YC questionnaire [link].
Note: items inspired by the Multidimensional Scale of Perceived Social Support (Zimet et al., 1998) [link]
For the transformations: Children's responses to the survey items are summed producing a scale from 1 to 7.

10. Children's trust in institutions

This indicator reflects whether children trust essential institutions in their country of residence: education (teachers and schools), healthcare (doctors and hospitals) and law and order (police and courts). This is measured using a scale from 0 to 10 (adapted to Yes/No answer for children aged 7-9). The data reflects the percentage of children answering Yes (younger children) or 7-10 (children over 9) on average across the three institutions. The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q38 in OC questionnaire [link] and and Q32-34 in YC questionnaire [link].
Note: items inspired by ESS [link] and Eurobarometer questionnaires [link]
For the transformations: Children's responses for each institution were categorized into "Trust" (Yes for younger children, and 7-10 for older children), "Ambivalent" (4-6 for older children), and "Distrust" (0-3), and the results for the three institutions were then averaged for each child. The indicator shows the percentage of children with an average value of "Trust".

Educational Achievements

11. Children's academic skills

This indicator shows whether children (15-year-olds) score below the baseline level of proficiency on the PISA mathematics, reading, and/or science scales. This is what PISA labels as "low achievement". The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: PISA [link]
The data refers to 2018. The sample only covers 15-year-old students. Low achievers are those students who score below Level 2 (considered the baseline level of proficiency that is required to participate fully in society) on the PISA mathematics, reading and/or science scales.
For a more detailed description on proficiency levels and scores: see PISA 2018 Results Report [link]. For the survey item, see PV1READ, PV1MATH, PV1SCIE in PISA Technical Report 2012 [link].

13. Children remain in formal education beyond compulsory levels

This indicator shows how many people aged 18-24 abandon education before or right after completing lower secondary. This is what Eurostat labels "early leavers". Early school leaving is one of the most studied and cited indicators of the last decade, and it is used in several indicators system and policy monitoring plans (European Education Area Targets, Youth Dashboard of the EU youth strategy, EU indicators for migrant integration). The final IMMERSE indicator focuses on migrant and migrant-background children. Although the indicator asks about the age group entering adult life (18-24), this is necessary to examine whether children remain in formal education beyond compulsory levels, as this requires considering an age range beyond the compulsory age, which is 18 in Belgium and Germany (16 in Spain, Ireland, Italy, and 15 in Greece).

Technical details:
Source: Eurostat [link]
The data refers to 2022. It is elaborated by Eurostat using the EU-LFS survey data, which covers the total population of Member States, except for persons living in collective or institutional households. Eurostat defines "early leaver" as a person aged 18 to 24 who has completed at most lower secondary education and is not involved in further education or training. For more details, see Eurostat's Reference Metedata [link]
No data available for Ireland.

Barriers and Facilitators

Political Leadership

15. Legal provisions for the acquisition of citizenship

This indicator reflects the degree in which policies in each country promote the acquisition of citizenship by migrant-background children. The indicator corresponds to the MIPEX score for the policy strand Citizenship, which measures whether legal immigrants are encouraged to naturalise and whether their children born in the country are entitled to become full citizens. This policy strand averages the scores in 8 different indicators.

Technical details:
Source: The Migrant Integration Policy Index (MIPEX) [link] The MIPEX identifies and measures integration policies in eight policy areas using 58 indicators which are defined against the highest European and International standards aimed at achieving equal rights, responsibilities and opportunities for all residents. See MIPEX Methodology [link]. The data refers to 2019.
For detail on the score composition and evaluation standards: see MIPEX explanation of Policy Indicators Scores [link]

16. Legal provisions for the acquisition of permanent residence

This indicator reflects the degree in which policies in each country facilitate access to long-term residence permits for migrant children. The indicator corresponds to the MIPEX score for the policy strand Permanent Residence, which measures whether temporary legal residents have facilitated access to a long-term residence permit. It does so by averaging the scores in 7 different indicators.

Technical details:
Source: The Migrant Integration Policy Index (MIPEX) [link] The MIPEX identifies and measures integration policies in eight policy areas using 58 indicators which are defined against the highest European and International standards aimed at achieving equal rights, responsibilities and opportunities for all residents. See MIPEX Methodology [link]. The data refers to 2019.
For detail on the score composition and evaluation standards: see MIPEX explanation of Policy Indicators Scores [link]

17. Legal provisions to ensure equal access to education

This indicator reflects the degree in which policies in each country guarantee and facilitate children's access to education at all levels and regardless of their legal status. The indicator averages the scores in the following MIPEX indicators on Access to Education (Education Strand): (1) The indicator "Access to compulsory and non-compulsory education (e.g. pre-primary, vocational training, university education)", which measures whether access to both compulsory and non-compulsory education is a legal right for all categories of migrants in the country. And (2) The indicator "Access to higher education", which measures support to access university education. This indicator considers both measures to increase migrant pupils' access to academic routes that lead to higher education and to increase acceptance and successful participation.

Technical details:
Source: The Migrant Integration Policy Index (MIPEX) [link] The MIPEX identifies and measures integration policies in eight policy areas using 58 indicators which are defined against the highest European and International standards aimed at achieving equal rights, responsibilities and opportunities for all residents. See MIPEX Methodology [link]. The data refers to 2019.
For detail on the score composition and evaluation standards: see MIPEX explanation of Policy Indicators Scores [link]

18. Legal provisions to ensure equal access to health care

This indicator reflects the degree to which the policies in each country guarantee migrant children's equal access to health systems. The indicator corresponds to the MIPEX score for the policy strand Health, which measures whether the health system is responsive to immigrants' needs. It does so by averaging the scores in 12 different indicators, considering aspects such as conditions for inclusion in the system of health care coverage, administrative discretion and documentation requirements, or provision of information and interpreters.

Technical details:
Source: The Migrant Integration Policy Index (MIPEX) [link] The MIPEX identifies and measures integration policies in eight policy areas using 58 indicators which are defined against the highest European and International standards aimed at achieving equal rights, responsibilities and opportunities for all residents. See MIPEX Methodology [link]. The data refers to 2019.
For detail on the score composition and evaluation standards: see MIPEX explanation of Policy Indicators Scores [link]

School Segregation

19. Concentration in disadvantaged schools

This indicator shows the proportion of children in disadvantaged schools, which are schools with over 50% of students of low socioeconomic status (*). The final IMMERSE indicator compares the proportion of migrant-background and native children that attend these schools. A positive difference in this indicator means that migrant-background children in the country are more affected by this concentration problem than native children.
(*) Low socioeconomic status is defined by the lower percentiles within each country.

Technical details:
Source: PISA [link] The data refers to 2018. The sample only covers 15-year-old students (secondary educational levels).
For the survey items: see HOMEPOS in PISA 2018 Results, Annex 1. Construction of Indices [link].
Children of low socio-economic status are those in the lower tercile of each country's distribution.

School Organization

20. Clear leadership and school identity around intercultural values

This indicator shows how important do teachers and principals consider "Intercultural values (e.g. appreciation of diversity, cultural awareness, openness and tolerance)" for their schools. This is measured using a scale from 1 (Not very important) to 4 (This is one of our insignias). For each school, we average teachers' responses, and then average these with the principal's response.

Technical details:
Source: Survey data from IMMERSE data collection [link] with Principals and Teachers. The data refers to the 2021-2023 period.
For the survey items: see Q13 in Principal's questionnaire [link] and Q10 in Teachers' questionnaire [link].
Note: items inspired by TALIS survey questionnaires [link]
For the transformations: For each school, we average teachers' responses, and then average these with the principal's response.

21. School promotion of parental involvement in school

This indicator reflects whether schools facilitate parental participation by adapting channels of participation for parents' needs (e.g. language, culture, etc.). Principals answered whether schools provided 4 different forms of parental participation, with three possible answers: 1 No 2 Yes, generally for all parents 3 Yes, adapted for parents' needs (e.g. language, culture, etc.). For each school, we count how many channels are offered and adapted.

Technical details:
Source: Survey data from IMMERSE data collection [link] with Principals. The data refers to the 2021-2023 period.
For the survey items: see Q34 in Principal's questionnaire [link].
Note: items inspired by Epstein et al. (2019) involvement framework and PISA school questionnaires [link]
For the transformations: see D3.4 IMMERSE Analysis report [link].

22. Intercultural competences as part of syllabus or/and transversally

This indicator measures how much schools incorporate intercultural competences as part of their syllabus and lessons. Principals answered whether 5 different items were included in the school curriculum (yes or no), whereas teachers answered whether they included opportunities to promote said items during their lessons. For each school, we average teachers' responses, and then average these with the principal's response.

Technical details:
Source: Survey data from IMMERSE data collection [link] with Principals and Teachers. The data refers to the 2021-2023 period.
For the survey items: see Q31 in Principal's questionnaire [link] and Q11 in Teachers' questionnaire [link].
Note: based on PISA teacher and school questionnaires [link]
For the transformations: For each school, we average teachers' responses, and then average these with the principal's response.

23. Legislation, recommendations and resources on Intercultural education

This indicator reflects the degree in which the policies in each country support incorporating intercultural education in school's educational practice. The indicator averages the scores in the following MIPEX indicators on Intercultural Education For All" (Education Strand): (1) "School curriculum", which measures whether appreciation of cultural diversity is included either as stand-alone curriculum subject or integrated throughout the curriculum. And (2) "Teacher training", which measures whether teachers' training and professional development programmes require intercultural education and the appreciation of cultural diversity.

Technical details:
Source: The Migrant Integration Policy Index (MIPEX) [link] The MIPEX identifies and measures integration policies in eight policy areas using 58 indicators which are defined against the highest European and International standards aimed at achieving equal rights, responsibilities and opportunities for all residents. See MIPEX Methodology [link]. The data refers to 2019.
For detail on the score composition and evaluation standards: see MIPEX explanation of Policy Indicators Scores [link]

Learning Support

24. Legislation, recommendations and resources for preparatory classes for newly arrived migrants

This indicator reflects whether there are provisions of preparatory classes or additional classes in the language of schooling for newly arrived migrant students. This is analysed at state or national level. Newly arrived migrants can be placed into separate preparatory classes (also called 'reception classes') in which they receive intensive language teaching to prepare them to integrate into mainstream classes. These classes can be full time or combined with mainstream ones. But most European countries do not separate newly arrived migrants, and rather place them directly into mainstream classrooms. In this case, additional language support measures are also provided (European Commission/EACEA/Eurydice, 2017).

Technical details:
Source: Eurydice 2017 [link] and 2023 [link]. The data reflects only measures recommended/required by central education authorities or measures financially supported by central education authorities. In many countries, there is school autonomy or regional variations in the implementation of these.

25. Legislation, recommendations and resources on educational support for migrant children

This indicator shows the degree in which policies in each country promote the provision of targeted resources and guideliness for the education of migrant children, including learning and language support. The indicator averages the scores in the following MIPEX indicators on Intercultural Education For All" (Education Strand): (1) "Educational guidance at all level", which measures access to advice and guidance on system and choices at all levels. (2) "Language instruction", which measures provision of continuous and ongoing education support in language(s) of instruction for migrant pupils. And (3) The indicator "Measures to address situation of migrant groups", which measures other targeted policies such as teaching support or financial support.

Technical details:
Source: The Migrant Integration Policy Index (MIPEX) [link] The MIPEX identifies and measures integration policies in eight policy areas using 58 indicators which are defined against the highest European and International standards aimed at achieving equal rights, responsibilities and opportunities for all residents. See MIPEX Methodology [link]. The data refers to 2019.
For detail on the score composition and evaluation standards: see MIPEX explanation of Policy Indicators Scores [link]

26. Supplementary community services for learning and language support

This indicator reflects the proportion of children who access opportunities for learning support (outside school hours) at their schools or communities. Children respond whether they use these services, either at school or elsewhere. The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q22 & Q36 in OC questionnaire [link] and and Q16-17 & Q29-30 in YC questionnaire [link].
Note: Original indicator.
For the transformations: see D3.4 IMMERSE Analysis report [link].

27. Extra-curricular activities

This indicator reflects the proportion of children who access opportunities for extra-curricular activities at their schools or communities. Children respond whether they use these services, either at school or elsewhere. The final IMMERSE indicator compares migrant-background and native children.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (adapted version for younger children aged 7-9, and translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q23 and Q37 in OC questionnaire [link] and Q18 and Q31 in YC questionnaire [link].
Note: Original indicator calculated with Items inspired by PISA student questionnaires [link]
For the transformations: see D3.4 IMMERSE Analysis report [link].

Mental Health

28. Counselling services at school

This indicator reflects the availability of psycho-social support or personal counselling services in the school, by means of dedicated staff (i.e. hired specifically to conduct these tasks, and with specific training). Principals answered how many staff did their schools have in this capacity either part-time or full-time. The indicator shows schools with any such personnel (either part-time or full-time).

Technical details:
Source: Survey data from IMMERSE data collection [link] with Principals. The data refers to the 2021-2023 period.
For the survey items: see Q16 in Principal's questionnaire [link].
Note: Original indicator
For the transformations: see D3.4 IMMERSE Analysis report [link].

Negative Attitudes

29. Experience and perception of negative attitudes

This indicator reflects migrant children's subjective perception of negative attitudes towards them. This is measured by asking children whether they avoid some places (such as shops, public transportation, some places in school...) for fear of being mistreated. The question had three possible answers (yes, no, sometimes). The final IMMERSE indicator compares whether migrant-background and native children avoid places (yes/sometimes) as result of this fear.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 10-18 years old (translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q39 in OC questionnaire [link].
Note: items inspired by EU-MIDIS questionnaires [link].
For the transformations: see D3.4 IMMERSE Analysis report [link].

30. Experience of bullying

This indicator explores whether children have experienced bullying. This is measured with a direct question with three possible answers (no, a few times, many times). The question was presented to children without a pre-definition of "bullying", so answers reflect children's perceived sense of mistreatment by peers, which might not always match strict definitions of bullying. The final IMMERSE indicator compares whether migrant-background and native children's have ever experienced bullying.

Technical details:
Source: Survey data from IMMERSE data collection [link] with children aged 7-18 years old (translated into 13 languages). The data refers to the 2021-2023 period.
For the survey items: see Q41 in OC questionnaire [link] and and Q35 in YC questionnaire [link].
Note: Original indicator inspired by HBSC (Currie C, Inchley J, Molcho M, Lenzi M, Veselska Z & Wild F (eds.) (2014). Health Behaviour in School-aged Children (HBSC) Study Protocol: Background, Methodology and Mandatory items for the 2013/14 Survey. St Andrews: CAHRU) [link]
For the transformations: see D3.4 IMMERSE Analysis report [link].