Schooling Sub-Saharan Migrant Children in Morocco: Teacher Preparedness, Relational Dynamics, and Intercultural Pedagogy

Abstract

Despite growing sub-Saharan migrant enrolment in Moroccan public schools, empirical evidence on the relational dynamics between these learners and their teachers remains scarce. Using a mixed-methods, socio-ecological design, data were collected across six state primary schools in Tangier, involving migrant children aged 6–12 and their classroom teachers. Multiple instruments were employed, including a relationship scale, teacher self-assessment, classroom observation, and student focus-group interviews. Findings reveal a fragmented relational landscape in which a considerable share of students experience neutral-to-exclusionary classroom dynamics. Language barriers emerge as the dominant communicative obstacle, compounded by limited home-language support, low teacher expectations, and culturally thin pedagogy. Most teachers report feeling inadequately prepared to support sub-Saharan learners, with cultural sensitivity consistently the weakest dimension across all schools. The study concludes that inclusive schooling for this population currently depends on individual teacher disposition rather than systemic institutional support, with direct implications for teacher education policy and the integration of intercultural pedagogy in Moroccan primary schools.